Didactics of the Arabic language according to the written phonetic method: from theory to application

Abstract

The study aims to explore the effectiveness of the linear phonetic method in Arabic language didactics at the primary level in Algeria, addressing the issue of weak reading achievement.

It employs a descriptive-analytical approach, reviewing field results from national and international assessments (PISA) alongside classroom teacher practices.

Key questions probe teachers' grasp of phonological awareness, its procedural activation, and its impact on learners' reading proficiency.