Enseignement de l'arabe aux enfants maghrebins en france

• Auteur / Autrice : Bachir Metidja
• Direction : Michel Lobrot
• Type : Thèse de doctorat
• Discipline(s) : Sciences de l'éducation
• Date : Soutenance en 1986
• Etablissement(s) : Paris 8

Résumé

Les cours d'arabe existent en france depuis la seconde guerre mondiale en direction des travailleurs migrants, leur prise en charge par l'amicale des algeriens en 1967 marque une etape importante orientant cet enseignement en direction du cycle elementaire. Les demarches de l'a. A. E. Ont abouti en 1973 a son organisation effective qui debouchera sur l'accord franco-algerien de 1981. Des lors furent mis en place des cours dits ''integres'' au programme francais sur la base de 3 heures hebdomadaire. L'implantation de ces cours se heurte a une resistance parfois dure du corps enseignant francais. De plus, les locaux sont souvent inadaptes et les emplois du temps releguent cet enseignement au dernier rang. La concertation est, trop souvent, inexistante. De plus, aucune information concernant le contenu et les modalites de l'accord franco-algerien n'a ete donnee aux echelons inferieurs. Signalons egalement une certaine indifference des familles immigrees qui gardent le souvenir d'un enseignement marginalise et constatent le manque de suivi au niveau secondaire. Le plus souvent on leur presente ces cours sous un angle tout a fait negatif. Malgre toutes ces difficultes, les resultats sont probants comme le prouve l'experience a l'ecole de jean mace a villiers le bel (95).

Arabic language has been teaching in france since world war ii, first to the migrant workers. Then taken in charge by l'amicale des algeriens en europe (an algerian association) in 1967 this education became more and more important and had been turned towards the primary classes. In 1973, thanks to the algerian association's procedures arabic education got a real organization which opened into the french algerian agreement of 1981. From that time classes known as ''integrated classes'' were set up in the french curriculum and arabic is now taught 3 hours every week. However, it happens that the french staff puts up these classes with a fierce resistance. Furthermore, the premises are not at all adapted and the time-tables relegate this education to a position of no importance. Very often there is no collaboration too. Moreover, at the lower levels no information concerning the contents and the forms of the agreement had been given. Let us point out also the lack of concern from the immigrant families who keep in their minds ''the image'' of an education edged out and often presented under a quite negative point of view. They also note that this education is no given in the secondary school. In spite of all these problems the results are satisfactory. The experience we have in jean mace's school, at villiers le bel (95) is a good example to prove it.