Journal of African Studies

Reading the grammar course for the preparatory
stage in Arab Islamic schools in the Republic of Mali
in the light of the principles of educational grammar
reveals many positive aspects, and many negative
ones, among the most important positive aspects: the
realism of the course; It is the absence of a gap or
rupture between this course and the environment in
which it is prescribed, the familiarity of the course
information and its language with the learner, the
failure to codify this course of the grammar lesson by
turning it into arithmetic symbols as a dry sport.
In the opposite direction, many negative aspects
were present in this course in the light of the educational
grammar and its principles, including: the division
of cases of a single grammatical topic between the
academic years of the stage, the separation between
concurrent grammatical topics, presenting the right
to delay and delaying the right to present topics,
repetition of some grammatical topics in Course
vocabulary, presence of some marginal grammatical
topics, absence of some basic grammatical topics
from this course, all of this; Contrary to what is
prescribed in the principles of educational grammar.
However, these negative aspects; It is due to the
chaotic distribution of grammatical vocabulary, in
the complete absence of the principle of educational
grammar called "educational cognitive gradient".

This research paper attempts to illustrate the
linguistic techniques that Algerian school curricula
have taken as a way to teach the Arabic language by
identifying its theoretical references from linguistic
theories and learning theories. It accomplishes this
by emphasizing its founding principles, application,
instructional strategies and methods which contributed
to and are consistent with it.

This research is one among several, dealing
with Arabic language issues in Africa sub-Saharan.
However, the present one is distinct from the others,
since it tracks the status of Arabic, starting from its
source in the Arab island to its mouth in the sides of
the Senegal-Niger river basin. In addition, it deals
with all appeared uses of Arabic both at the formal
and informal levels in the field of education; since
Mali's independence in 1960, to 2022 in the light of
different linguistic and educational policies adopted
by the State.
Moreover, this research diagnoses the uses of
Arabic in order to distinguish the correct uses from
false ones, while identifying the role of each of them on
the linguistic, cultural and pedagogical map in use. In
addition, list the main problems and sovereign issues
hindering Arabic and its spread. And then, provide
appropriate technical suggestions, and strategy to
activate its role over the days, while identifying ways
of solving them; in the light of modern trends in Arabic
teaching as a foreign or second language for persons
speaking other languages.

"This article revolves around the Arabic language
between the official discourse and right implementation
in our country, Tackling problems that prevent the
Arabic language from being used in the public space,
especially the vital sectors. We mention, for example,
higher public education. Public health ... where we
notice a clear absence of the Arabic language in these
vital areas in a flagrant violation of the requirements
of Chapter Five of the Moroccan Constitution 2011.
Therefore, Moroccan political decision-makers,
along with civil society associations interested in
the linguistic issue, must work to protect the Arabic
language and provide appropriate conditions for
the purpose of demarcation. The practical Arabic
language in the public space and the application of the
principles of the constitutional document"

This study aims to examine the situation of the Arabic
language its reality and its future) in the self-efficacy
curriculum in Kenya, after developing the content of the
new curriculum and announcing it officially in 2017, to take
the place of the old curriculum 844 which was represented
in the enrollment of the student from the primary stage for
eight years, followed by the secondary stage for four years
and at the university. One of the reasons for choosing this
topic is to draw attention to what the new curriculum touches
on in terms of student’s ability to absorb and respond in its
academic content, regarding the challenges and difficulties
in building and managing language programs towards the
new curriculum, The importance of this research comes
from the fact that the educational material for the Arabic
language in Kenya was very popular up to the university
level, as it discussed the content of the Arabic language in
the self-efficacy curriculum pedagogically for the teaching
of the Arabic language, the research sample is poured into
the new curriculum for self-efficacy in Kenya, especially
the Arabic language. The researcher collected information
from books, scientific research papers and interviews.

This article is trying to focus only on the trial
on the part of Arabic writers on Hausa language
in their write up, with intensive study of these
works literarily and its sources, both literature and
language. And attempt to know the role of these
writes up in spreading of Hausa civilization in
the Arabic world, with its infarct positively and
negatively.

The Arabic language and its teaching enjoyed a
greater share in educational institutions in Nigeria,
where it was taught at every educational stage. This
research attempted to study the Arabic language in
educational institutions in Nigeria, and to know the
history of the entry of the Arabic language in Nigeria
and the means of its entry, and to the achievements
and problems faced by the Arabic language in these
institutions. The study reached several results, the
most important of which are: - The Arab culture is
part of the culture of the Nigeria region,. The date
of the entry of the Arabic language into Nigeria is
due to the time of the entry of Islam there, and this
is due to the time of the Islamic conquests in Africa.
Although the government recognized the value of the
Arabic language, its teaching was not encouraged in
educational institutions. The researcher recommended
the Nigerian government to provide all modern
educational means in Arab institutions, to help
understand the Arabic language, spoken, written, and
composed. He also recommended that Arab countries
provide study tools for Arab school in Nigeria.

Arabic language has made important and effective
contributions in Nigeria since its emergence and is
among the three foreign languages that are officially
used in the country, and it is also in the forefront among
the languages taught in major educational institutions
in Nigeria. This paper aims to shed light on the
factors that helped in the growth and development of
Arabic language in Nigeria and the extent of its vital
contributions to building society. It was noted that the
Arabic language is the only language that suffers from
cruelty in the hands of orientalists, but it preserves its
honor and dignity. Indeed throughout the history of
mankind, this language has a great spirit that helps it
restore its nobility. This is because in its fold is a great
and honorable message, which is the word of God the
Mighty.

The arabic and african worlds has undergone a
cultural relations since ancient times. And because
of spread (Alislam) in africa continent, the arabic
language and its literatures expended in africa
areas, where the poetry art had a very important
status by african muslims. In that context this study
concerned to a problematic aimed to detection
features of poetic image development in modern
african arabic poetry, depending on the poetic
image in ancient arabic poetry us a scale of that
development. And in this context we suppose that
there is a similarity about poetic image between
african and arabic poetry.
This study depended on poetic models from
east and west Africa, and artistic and analytical
approach, and which is what led to get a lot of
results and suggestions specified in the great
artistic value of poetic image in african arabic
poetry, and necessity of study this African poetry
from its all levels.