Learning of linguistic concepts under the integration pedagogy; Approach through a model of Arabic education in Algeria

Abstract

This paper aims at clarifying the concept of pedagogy of integration as a contemporary learning mechanism and its role in teaching the concepts related to the linguistic lesson by teacher’s assimilation of the materials included in the curriculum and his ability to represent it and transfer it meritoriously to the learner. However, the teacher cannot teach under an educational curriculum unless he knows the theoretical background of this program. Therefore, the cognitive ability of the material alone is not sufficient in teaching. The most challenging thing for the teacher is to link the theoretical aspect to the teaching of the material, especially that in the competencies tests he has to teach them how to learn not to only deliver information to a negative and inactive recipient. Through an applied model on the teaching of Arabic in Algeria and under the recent reforms (2000), our paper tries to discuss this problem, focusing on the procedural plan by which the concept of teaching in the field Arabic language applied.