واقع مناهج اللغة العربية للمدارس الأهلية العربية في جيبوتي ومدى ملاءمتها للطلاب (المرحلة الإعدادية نموذجاً) دراسة وصفية

The purpose of this dissertation is to describe the reality of teaching the Arabic language in private schools in Djibouti, and the extent to which it achieves its objectives, highlighting the strengths and weaknesses, and presenting some proposals and solutions As for the scope of the study, it is determined by the book "My Eternal Language", which was presented by Saudi Arabia as a model for teaching Arabic to non-native speakers, and was approved by Djibouti's private schools. The importance of the study comes from the fact that it is a modern study that meets the urgent need to evaluate the teaching of the Arabic language in Djibouti. In order for the study to achieve its objectives, the researcher adopted the descriptive analytical approach that fits some of the study's questions and objectives, and the critical approach when describing the strengths and weaknesses of the approach, as well as the deductive in terms of presenting a vision to solve some problems and rectify deficiencies. The most important results of this study are the following: My Eternal Language"Lugati Alkhalidah" curriculum has many advantages, but it is criticized in several respects: the methods used in teaching Arabic at the preparatory stage in private Arabic schools in Djibouti, such as the method of presenting grammar, translation and recitation, are: not suitable for the needs and levels of students, and most school teachers Private Arabic uses old educational methods. Such as: the blackboard, chalk, books, and modern teaching aids are neglected, and private Arab schools lack modern buildings suitable for the density of segments of society wishing to learn the Arabic language, and the curriculum lacks an element of balance in the field of exercises and exercises, as they are many and boring, but in the field of dictation, the curriculum is weak and lacking. The subject of expression stimulates creativity, as well as the rest of the other subjects. This curriculum adopted in Djibouti does not reflect the culture of Djiboutian society, and therefore it needs development and reconsideration to link students with their culture and Arabic language