أثر تعدد مناهج اللغة العربية في تعليمها في بوركينافاسو (دراسة تقويمية)

Abstract

This study examined the impact of the diversity of Arabic language Curriculum on its teaching in Burkina Faso in order to reach the results which will help those who are seeking to consolidate Arabic language Curriculum in Burkina Faso to realize their goal. The idea of conducting this study came when the researcher noted the existence of a number of Arabic language Curriculums and what is happening on the ground in terms of the outputs of these multiple Curriculums, he feels that the researchers should conduct the study on this issue which may reach results to help the competent authorities to unify Arabic Curriculums. The problematic areas are as follow: 1) Arab schools do not have a common reference and each school owner acts as good it should. (2) The misperception that these schools were created only for worship without transactions and life issues. 3) No graduate from these schools has the possibility of accessing French universities. The researcher, during his research, followed the method of gathering information through the questionnaire, interview and observation. During his study, the researcher used: First: the analytical descriptive approach because of its convenience to this study. Second: the historical approach because some corners of this study need a historical background. The study reached the most important results as the following: 1. All the experts acknowledge the passivity of the multiplicity of the Arabic language Curriculum in Burkina Faso. 2. They agreed that Islamic scholars have a major role in the unification of Arabic language Curriculum. 3. The study proved that the country's authorities may have to provide an important role in unifying the Curriculum.