منهج تعليم اللغة العربية في المدارس الثانوية الحكومية بالصومال دراسة وصفية تقويمية

Abstract

This study investigates the current issues involved in teaching Arabic language in public secondary schools in Somalia. The study contains five chapters in which the researcher focuses on the philosophical background of the Arabic language curricula, the different stages that the teaching of Arabic language undergo, and the constraints that exist. The researcher used the descriptive analytical and assessment method. The aim of the study is to identify constraints, difficulties and problems related to the current curriculum, its components and the educational outcomes. One of the important methods used to collect data from experts was using a questionnaire and the researcher used descriptive analysis to analyze the five clusters which the questionnaire contained. In addition, the researcher analyzed the factor loadings of questionnaire items. To address these data and analyze them, the researcher used SPSS software. The findings of the study firstly indicate the curriculum, its components and its education outcomes are inadequate for Somalis. According to participants’ responses, the current curriculum is lacking as it was not developed based on the needs of the Somali society. In addition, the educational environment does not encourage for the education of Arabic language. Moreover, the number of expert teachers and textbooks is insufficient. Teachers, on the other hand, have not received sufficient training which leads to general weaknesses in students’ speaking and listening skills. Thus, the researcher proposed the development of a new curriculum that meets the needs of the Somali society based on system of units. This proposal suits the nature of teaching Arabic to Somalis based on the findings of the field study, to keep pace with the rapid development of the current education system and to achieve the goals of teaching Arabic language to younger generations through the mechanism of the Somali Ministry of Education