In this research, we propose a new dimension in curriculum design by drawing on linguistic research in language learning and teaching. This cognitive dimension explores the relationships among the components of the curriculum, with a particular focus on the Arabic language curriculum, including its cognitive, cultural, psychological, and social elements. The objective is to make the curriculum both an end and a means that frames educational practice, making it actionable and measurable. To achieve this, we approach the curriculum from a cognitive perspective, finding its theoretical framework within cognitive linguistics, and a perspective based on the sociocultural theory, which Vygotsky used to restore balance to the teaching and learning process after it had become fragmented by behaviorist theory. We adopt an integrative approach, assuming that the curriculum should interact with cognitive, cultural, psychological, and social dimensions based on the interaction of knowledge, skills, and competencies. This research draws on the works of Jean Piaget (1968), Christian Purin (1988), Vygotsky (1986), and Schmidt (2022).