Come September, an Arabic-language public secondary school is slated to open its doors in Brooklyn. The New York City Department of Education says the Khalil Gibran International Academy, serving grades six through 12, will boast a “multicultural curriculum and intensive Arabic language instruction.”

This appears to be a marvelous idea, for New York and the country need native-born Arabic speakers. They have a role in the military, diplomacy, intelligence, the courts, the press, the academy, and many other institutions — and teaching languages to the young is the ideal route to polyglotism. As someone who spent years learning Arabic, I am enthusiastic in principle about the idea of this school, one of the first of its kind in America.

In practice, however, I strongly oppose the KGIA and predict that its establishment will generate serious problems. I say this because Arabic-language instruction is inevitably laden with pan-Arabist and Islamist baggage. Some examples:

Franck Salameh taught Arabic at the most prestigious American language school, Middlebury College in Vermont. In a column for the Middle East Quarterly, he wrote: “even as students leave Middlebury with better Arabic, they also leave indoctrinated with a tendentious Arab nationalist reading of Middle Eastern history. Permeating lectures and carefully-designed grammatical drills, Middlebury instructors push the idea that Arab identity trumps local identities and that respect for minority ethnic and sectarian communities betrays Arabism.”

For an example of such grammatical drills, see the just-published book of Arabic instruction by Shukri Abed, “Focus on Contemporary Arabic: Conversations with Native Speakers” (Yale University Press), one chapter of which is titled “The Question of Palestine.” The work’s intensely politicized readings would be unimaginable in a book of French or Spanish conversations.

The Islamist dimension worries me as well. An organization that lobbies for Arabic instruction, the Arabic Language Institute Foundation, claims knowledge of Islam’s holy language can help the West recover from what its leader, Akhtar Emon, calls its “moral decay.” In other words, Muslims tend to see non-Muslims learning Arabic as a step toward an eventual conversion to Islam, an expectation I encountered while studying Arabic in Cairo in the 1970s.

Also, learning Arabic in of itself promotes an Islamic outlook, as James Coffman showed in 1995, looking at evidence from Algeria. Comparing students taught in French and in Arabic, he found that “Arabized students show decidedly greater support for the Islamist movement and greater mistrust of the West.” Those Arabized students, he notes, more readily believed in “the infiltration into Algeria of Israeli women spies infected with AIDS … the mass conversion to Islam by millions of Americans,” and other Islamist nonsense.

Specifics about the KGIA confirm these apprehensions, including its roster of sponsors and enthusiasts. The school’s key figure, principal-designate Dhabah (“Debbie”) Almontaser, has a record of extremist views, as William A. Mayer and Beila Rabinowitz have shown at PipeLineNews.org.

Arabs or Muslims, Ms. Almontaser says, are innocent of the terrorist attacks of September 11, 2001: “I don’t recognize the people who committed the attacks as either Arabs or Muslims.” Instead, she blames September 11 on Washington’s foreign policies, saying they “can have been triggered by the way the USA breaks its promises with countries across the world, especially in the Middle East, and the fact that it has not been a fair mediator.”

At a community meeting with the New York Police Department commissioner, she berated the NYPD for using “FBI tactics” when informants were used to prevent a subway bombing, thereby polarizing the Muslim community. For Ms. Almontaser, it appears, preventing terrorism counts less than soothing Muslim sensibilities.

Rewarding these views, the Council on American-Islamic Relations, a foreign-funded front organization, in 2005 bestowed an honor on Ms. Almontaser for her “numerous contributions” to the protection of civil liberties.

Her intentions for the KGIA should raise alarms. An Associated Press report paraphrases her saying that “the school won’t shy away from sensitive topics such as colonialism and the Israeli-Palestinian crisis,” and she notes that the school will “incorporate the Arabic language and Islamic culture.” Islamic culture? Not what was advertised — but imbuing pan-Arabism and anti-Zionism, proselytizing for Islam, and promoting Islamist sympathies will predictably make up the school’s true curriculum.

Mr. Pipes (www.DanielPipes.org) is director of the Middle East Forum.