Arabic language tutors’ beliefs on including regional varieties in undergraduate degree courses in England

• Arabic as a diglossic and multidialectal language raises pedagogical questions for educators on how to approach such complexity. • Certain language ideologies are preventing the openness to include regional varieties in the classroom and curriculum. • Suitable professional development for tutors will help to bridge the gap between how Arabic is presented to learners through courses vis-à-vis its usage in practice. Despite the recognition of Arabic as a diglossic language with multiple regional varieties (RVs), Modern Standard Arabic (MSA) continues to be prioritised by educators in England. This study investigates tutors' perceptions on including RVs in their courses through 12 qualitative, semi-structured interviews with tutors from eight of the nine Higher Education Institutions (HEIs) in England offering undergraduate degree courses with a major component in Arabic. The findings reveal that tutors’ beliefs are often shaped by dominant language ideologies. However, there is growing evidence of change, with some HEIs embracing Arabic’s diglossic, multidialectal nature by teaching both MSA and RVs, and tutors increasingly raising awareness of the sociolinguistic reality of Arabic use. Yet, as this is not always a formal part of the curriculum, not all learners benefit. These findings highlight the need for professional development to support tutors in aligning course content with the sociolinguistic reality of Arabic.