This research focuses on teaching Arabic to Jewish students in Jerusalem, a city of significant cultural and religious importance for both Arabs and Jews, especially under the backdrop of the prolonged conflict between these communities. The study asserts that the political complexity inherent in this context gives rise to unique challenges in teaching Arabic in Jewish schools in Jerusalem, which is influenced by conflict and racism. These factors contribute to the formation of a psychological barrier within the Arabic educational process. The objective of the study is to provide a comprehensive overview of the status of Arabic teaching to Jews in Jerusalem, emphasizing the unique aspects of this case and addressing the challenges encountered in the process. The outcomes of this research showed that the demographic composition of Jerusalem, with concentrations of both Arabs and extremist Jews, contributes to the distinctive nature of this case compared to other Israeli-occupied cities. This demographic factor influences the goals of teaching Arabic to Jews in Jerusalem and, concurrently, intensifies the challenges faced in this educational process, setting it apart from similar endeavors in different locations.

I. Introduction
II. Social and Educational Background in Jerusalem
    1. Social Landscape
    2. Educational Landscape
III. The status of Arabic teaching for Jews in Jerusalem
    1. Particular Goals and Possible Advantages
    2. Available Programs for Arabic Teaching in Jerusalem
IV. Challenges Facing Arabic Teaching Programs
    1. Impacts of the Conflicts
    2. Psychological Barrier
    3. Racism and Extremism
V. Conclusion
References

• Mona Faoruk M. Ahmed(Professor, Busan University of Foreign Studies)