المحاور السوسيولسانية الكبرى في تعليمية اللغة العربية لغة ثانية

الملخص EN

The didactics of Arabic as a second language overlaps in various linguistic social factors.

it doesn't lie only in the idea of diglossia or bilingualism, but it considers necessary the other dimensions dictated as the reality civilizational of coexistence globally, the coexistence inevitability of the societies languages with each other as immigration virtue, influx, social contemporary friction and in the diverse, which is noticeable in the demand remarkable for language learning, and a societies rushing, especially in the Arabic language.

so this article draws attention to this realistic problem in learning Arabic as a second language, and its relations with social variables which focus on four major axes: the language planning and policy, the diglossia and bilingualism, the language transformation, and the specificity of the Arabic linguistic competence.

after discussing these factors, we conclude-in a descriptive manner-that they are necessary and affect in didactics of Arabic as a second language, because they make the harmonization between them important in choosing appropriate educational methodologies and strategies, and reinforcing the practical aspects of linguistic used in the environment social, so they allow the teacher in any educational situation to invest any strategy that contributes to achieving the desired goals.

they raise-theoretically and practically-the level of the educational output of the learner for achieve the social functions of language, and for developing the faculty of language acquisition.