The present research aims to define the place of Modern Standard Arabic (MSA; alfusha) and dialect (al-ammiyya) in the Arabic Language Learning Programs in high schools. For this purpose, we need to create an optimal pedagogical model that reflects the percentage ratio of different varieties of Arabic in educational programs. The study is based on a comparative analysis of the Arabic language teaching traditions in a number of higher educational institutions in the United States, Europe, Russia and some Arab countries.

Today there are three basic varieties of Arabic that are included in educational programs worldwide, which are MSA (Modern Standard Arabic), Classical Arabic and dialects. In the United States Arabic teaching primarily focuses on the development of communicative skills. Moreover, the colloquial language which is taught in fact it is a kind of "medium language" between MSA and dialects. Grammar material in this type of programs is reduced to a minimum. Meanwhile in Russian universities, there is a tendency to teach Classical Arabic with its profound study at all linguistic levels.

The optimal pedagogical model, focused on the four-year education cycle should consider the following proportional distribution between Standard Arabic and the colloquial one. The first and second years of studying should be dedicated to Standard and Classical Language learning. The percentage of colloquial classes should be no more than 20% of the total amount of lectures. On the third year of study, it is advisable to include in the program one of the dialects of Mashriq, while on the fourth year one of the dialects of Maghreb. Study of any dialect should take no more than 10 % of the total Arabic language learning program. The present model is to be applied to those educational programs in which Arabic is the major.