ديداكتيك اللغة العربية في بيئة دامجة: دراسة ميدانية

Abstract

This study examines Arabic language education in Moroccan prison institutions from the perspective of inclusive education, focusing on its role in developing linguistic competencies and promoting inmates’ social reintegration. It considers Arabic language teaching as a means not only of providing linguistic knowledge and skills but also of developing communicative and cognitive abilities and preparing inmates for integration into society after release.

The study adopted a descriptive-analytical approach supported by field research involving inmates from different educational levels and interviews with prison teachers. The findings highlighted the importance of Arabic language education in developing reading, writing, and communication skills, strengthening self-confidence, and improving opportunities for social and professional integration. The study also showed that the application of inclusive education principles helps address the diverse needs and educational levels of learners despite the challenges of the prison environment.