The Graphics/Writing Transition in Children, Case of Primary School Pupils in the Context of Multilingual Learning

Abstract

The entry into writing is an essential step in education and the integration of students, as well as learning to read, as they are closely linked between them. We read through a written text, but teaching reading and writing to students who have previously obtained education in the language and writing system is different and far from the same. The mother tongue, which is Arabic, is a more difficult task for both the learner and the subject teacher. This article analyzes the difficulties faced by students of the third year of primary education at the "Arab Zyour" school in the city of Batna. To learn the system of calligraphy rules and appropriate writing in the French language, students face many problems, so this article combines theoretical contributions that come to highlight the problem facing the learner from different points of view: the technical aspect of writing letters for Arabic calligraphy and French calligraphy, linguistically with the graphics system in kidney The two languages, with a comparison between the French and Arabic written systems. These different angles approach a clear picture of the situation of teaching and learning to write in French by Arabic-speaking students.