The Linguistic Reality In Algeria And Its Impact On The Teaching Of Arabic In Primary And Secondary Schools

Abstract

This study examines the nature of the linguistic reality in Algeria and its impact on the teaching of Arabic. The discussion of this topic arises from the linguistic diversity of the region, which has influenced not only everyday communication but also the language of education, which is evident at different levels of education. In this study, we focus specifically on primary and secondary education, considering that the former represents an initial educational stage on which learning is built, while the latter reflects the learner's achievements during the previous two educational stages.

Thus, the main issue addressed in this study is closely related to the evaluation of the teaching of Arabic in Algerian schools in the light of the phenomenon of linguistic diversity. In order to achieve the desired objective, the study is based on a series of elements using descriptive-analytical and comparative methods. We conclude that the linguistic reality in both educational stages is characterised by linguistic interference, which manifests itself at multiple levels and recurs in both stages, negatively affecting the teaching of both Arabic and French.