Semi-integrated teaching of Arabic to French-speaking beginners: a local experiment
Résumé
This paper deals with the simultaneous teaching of two Arabic language varieties, which already calls into question the concept of norms in Arabic. I will first clarify what Dichy (2017) calls ‘Arabic polyglossia’ or the synchronic coexistence of several varieties of the language, the key issue being the separate teaching of so-called ‘classical/literary/literal Arabic’ on the one hand, and of so-called ‘Colloquial Arabic’ on the other hand. Because what Larcher (2003) calls the ‘dichotomisation’ of Arabic teaching needs questioning, this work presents the first results yielded by the ‘semi-integrated teaching’ of these two varieties in relation to the four basic linguistic skills in an ongoing course for a group of adult beginners that began in December 2019.