تعلّميّة اللّغة العربيّة للمعفيّين من متابعة المنهج اللّبنانيّ في المدارس الفرنكوفونيّة : نحو منهج متدرّج ومتمايز
This research aims to develop an approach that takes into account the differences between Lebanese learners who do not study the Arabic language according to the official curriculum. Five Lebanese Francophone schools participated in this study that followed the experimental descriptive approach and adopted the following tools: a questionnaire, a questionnaire for the multiple intelligence levels, the interview, a focus group content analysis, placement tests, pre-tests and final exams, in addition to learning units. The results of the placement tests showed various levels of learners. The results of learners' interviews indicated that the higher percentage of learners in the fifth grade of Elementary Education and second grade of secondary Education had visual-spatial intelligence, and the higher percentage of learners in the eighth grade had bodily-kinesthetic intelligence. As for the linguistic needs for the learners in the empirical school, it showed difficulty in reading in the fifth grade, and written expression for the eighth grade and second grade of Secondary Education. As for the results of the learners of the experimental group in the pre- and post-evaluation, they showed reluctance among the learners of the experimental group. As for the results of the linguistic proficiency questionnaires, the parents were aware of most of the linguistic levels except for written expression. The same applies to teachers and coordinators. With regard to the interviews conducted with teachers, the results showed that schools relied on textbooks and personal efforts in educating children. In terms of topics, bullying was suggested to the fifth graders. As for some of the suggested topics for the eighth grade, they were social media, and sports. In terms of the school curriculum, the teachers mentioned their adoption of various activities such as educational games, and technology. With regard to the assessed curriculum, the majority of teachers adopted the traditional assessment. (Author’s abstract)