Akhtarkhavari, Nesreen: Teaching Arabic In The United States

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻬﺎ ﰲ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ :‬ﻧﻈﺮﺓ ﻋﺎﻣﺔ‬ ‫ﺩ‪ .‬ﻧﺴﺮﻳﻦ ﺃﺧﱰﺧﺎﻭﺭﻱ‬ ‫ﻣﻘﺪ‪‬ﻣﺔ‬ ‫ﺑ‪‬ﻴﻨﺖ ﺁﺧﺮ ﺍﻹﺣﺼﺎﺋ‪‬ﻴﺎﺕ ﺍﻟﱵ ﻧﺸﺮﺗـﻬﺎ ﻣـﺠﱠﻠﺔ "ﺭﺍﺑﻄﺔ ﺃﻗﺴﺎﻡ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ" )‪ (ADFL‬ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ‬ ‫ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﰲ ﻋﺪﺩﻫﺎ )‪ (23‬ﺭﻗﻢ )‪ (3_2‬ﺍﻟﺼﺎﺩﺭ ﰲ ﺭﺑﻴﻊ _ ﺧﺮﻳﻒ ‪) 2008‬ﻣـﺠﱠﻠﺔ ﺭﺍﺑﻄﺔ ﺃﻗﺴﺎﻡ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ (74 ،‬ﺃ ﱠﻥ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ‬ ‫ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﻌﺎﻫﺪ ﻭﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺑﻠﻎ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﻌﺎﺷﺮ ﰲ ﺟﺪﻭﻝ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ ﺍﻟﱵ ﺗ‪‬ﺪ ‪‬ﺭﺱ ﰲ ﺍﻟـﻤﻌﺎﻫﺪ‬ ‫ﻼﺏ ﺍﻟـﻤﻠﺘﺤﻘﲔ ﺑﺼﻔﻮﻑ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﺴﻨﺔ ‪2006‬ﻡ ﺑﻠﻎ ‪ 23,974‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒ ﹰﺔ ﻣﻊ ﺍﻟﻌﻠﻢ‬ ‫ﻭﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪ ،‬ﻭﺃ ﱠﻥ ﺗﻌﺪﺍﺩ ﺍﻟﻄ ﱠ‬ ‫ﺑﺄ ﱠﻥ ﻋﺪﺩ ﺍﻟﺬﻳﻦ ﺍﻟﺘﺤﻘﻮﺍ ﺑﺎﻟـﺠﺎﻣﻌﺎﺕ ﻭﺍﻟـﻤﻌﺎﻫﺪ ﻟﺪﺭﺍﺳﺔ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻋﺎﻡ ‪1998‬ﻡ ﻟـﻢ ﻳﺘﺠﺎﻭﺯ ‪ 5,505‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒ ﹰﺔ‪ .‬ﻭﺑﻨﺎ ًﺀ ﻋﻠﻰ‬ ‫ﻫﺬﻩ ﺍﻹﺣﺼﺎﺋ‪‬ﻴﺎﺕ ﻓﻠﻘﺪ ﺍﺯﺩﺍﺩ ﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺑﻨﺴﺒﺔ )‪ (%126.5‬ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻮﺍﻗﻌﺔ ﺑﲔ ﻋﺎﻡ ‪2002‬ﻡ‪ ،‬ﻭﻋﺎﻡ‬ ‫‪2006‬ﻡ‪ .‬ﺣﻴﺚ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﺪﺍﺭﺳﲔ ﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﻭﺍﻟـﻤﻌﺎﻫﺪ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﻋﺎﻡ ‪2002‬ﻡ )‪ 10,584‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒ ﹰﺔ(‪،‬‬ ‫ﻭﺑﻠﻎ ﻋﺪﺩﻫﻢ ﻋﺎﻡ ‪2006‬ﻡ )‪ 23,9749‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒ ﹰﺔ(‪ .‬ﻭﻣﻦ ﺍﻟـﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃ‪‬ﻧﻪ ﻣﻘﺎﺭﻧ ﹰﺔ ﺑـﻤﺎ ﺃﺩﺭﺟﺘﻪ ﺍﻹﺣﺼﺎﺋ‪‬ﻴﺎﺕ ﺍﻟـﻤﺘﻌﱢﻠﻘﺔ‬ ‫ﺑﺎﻟﱡﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﻓﺈ ﱠﻥ ﻫﺬﻩ ﺃﻋﻠﻰ ﻧﺴﺒﺔ ﺯﻳﺎﺩ ‪‬ﺓ ﰲ ﺗﻌﱡﻠﻢ ﻟﻐ ‪‬ﺔ ﺃﺟﻨﺒ‪‬ﻴﺔ ﺷﻬﺪﺗـﻬﺎ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟـﺤﻘﺒﺔ ﻣﻦ‬ ‫ﺍﻟﺰﻣﻦ )‪.(2006-2002‬‬ ‫ﻭﺗﺴﺘﺪﻋﻲ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺩﺭﺍﺳﺔ ﺟﺎﺩﺓ ﳌﺎ ﳛﺪﺙ ﰲ ﺍﳊﻘﻞ‬ ‫‪‬ﺪﻑ ﺍﳌﺴﺎﳘﺔ ﰲ ﺍﻗﺘﺮﺍﺡ ﺍﳊﻠﻮﻝ ﻭﺗﻮﻓﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﻼﺯﻣﺔ ﻟﺴﺪ ﺍﻹﺣﺘﻴﺎﺟﺎﺕ‪ .‬ﻭﺳﻨﺴﺘﻌﺮﺽ ﻫﻨﺎ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﻌﺎﻣﺔ‬ ‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬ ‫ﺍﳊﺎﺟﺔ ﳌﻮﺍﺭﺩ ﺑﺸﺮﻳﺔ ﻣﺆﻫﻠﺔ‬ ‫ﺇ ﱠﻥ ﻋﺪﻡ ﺗﻮﱡﻓﺮ ﺍﻟﻔﺮﺹ ﺍﻟﻜﺎﻓﻴﺔ ﻭﺍﻟـﻤﻨﻬﺠ‪‬ﻴﺔ ﻟﺘﺪﺭﻳﺐ ﻭﺗﺄﻫﻴﻞ ﺍﻟـﻬﻴﺌﺎﺕ ﺍﻟﺘﺪﺭﻳﺴ‪‬ﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻛﻠﻐ ‪‬ﺔ ﺛﺎﻧﻴ ‪‬ﺔ ‪‬ﻳ ‪‬ﻌ ‪‬ﺪ‬ ‫ﻣﻦ ﺃﻛﱪ ﺍﻟﺘﺤ ‪‬ﺪﻳﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺑﻌﺪ ﺍﻻﺯﺩﻳﺎﺩ ﺍﻟﻜﺒﲑ ﰲ ﻋﺪﺩ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﺗﻌﱡﻠﻢ‬ ‫ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﻭﺍﻟـﻤﻌﺎﻫﺪ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪ .‬ﻭﻗﺪ ﺗﻀﺎﻋﻔﺖ ﺍﻟـﺤﺎﺟﺔ ﺇﱃ ﻋﺪ ‪‬ﺩ ﺃﻛﱪ ﻣﻦ ﺍﻟـﻬﻴﺌﺎﺕ ﺍﻟﺘﺪﺭﻳﺴ‪‬ﻴﺔ ﺍﻟـﻤﺆ ‪‬ﻫﻠﺔ ﺃﺿﻌﺎﻓﹰﺎ‬ ‫ﺻﺔ‪ ،‬ﻭﺗﻮﱡﻓﺮ ﺍﻟـﻤﻨﺢ ﻭﺍﻟـﻤﺴﺎﻋﺪﺍﺕ ﻟﻠﻘﻴﺎﻡ‬ ‫ﺑﺴﺒﺐ ﺗﻌﺎﻇﻢ ﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﻭﺍﻟـﺨﺎ ‪‬‬ ‫ﺑﺬﻟﻚ‪.‬‬ ‫ﻭﺗﺘﻨﺎﻓﺲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﻭﺍﻟـﻤﻌﺎﻫﺪ ﻭﺍﻟـﻤﺪﺍﺭﺱ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺣﺎﻟﻴﹰﺎ ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﺍﻟﻀﺌﻴﻞ ﻣﻦ ﺍﻟـﻤﺆ ‪‬ﻫﻠﲔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻊ‬ ‫ﲏ ﺍﻟﺪﺍﺧﻠ ‪‬ﻲ‬ ‫ﻱ ﻭﺍﻟﺴﻴﺎﺳ ‪‬ﻲ ﻭﺍﻟﺸﺮﻛﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺘﺮﺟـﻤﺔ ﻭﺍﻟﻮﻇﺎﺋﻒ ﺍﻟـﻤﺘﻌﱢﻠﻘﺔ ﺑﺎﻷﻣﻦ ﺍﻟﻮﻃ ‪‬‬ ‫ﻣﺮﺍﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﻘﻄﺎﻉ ﺍﻟﻌﺴﻜﺮ ‪‬‬

‫ﺕ ﻛﺒﲑ ﹰﺓ ﺗﺒﻘﻰ ﺍﻟﺮﻭﺍﺗﺐ ﰲ ﺣﻘﻞ‬ ‫ﺼﺼﺎ ‪‬‬ ‫ﻭﺍﻟـﺨﺎﺭﺟ ‪‬ﻲ‪ .‬ﻓﺒﻴﻨﻤﺎ ﺗﻌﺮﺽ ﺍﻟـﻤﺆ ‪‬ﺳﺴﺎﺕ ﺍﻟﻌﺴﻜﺮ‪‬ﻳﺔ ﻭﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﺭﻭﺍﺗﺐ ﺧﻴﺎﻟ‪‬ﻴ ﹰﺔ ﻭﻣـﺨ ‪‬‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﻻﺳﻴ‪‬ﻤﺎ ﰲ ﻣـﺠﺎﻝ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧ‪‬ﻴﺔ ﺿﺌﻴﻠ ﹰﺔ ﻧﺴﺒ‪‬ﻴﹰﺎ ﻣـ ‪‬ﻤﺎ ﻳـﺠﻌﻞ ﺍﺳﺘﻘﻄﺎﺏ ﺍﻟـﻬﻴﺌﺎﺕ ﺍﻟـﻤﺆ ‪‬ﻫﻠﺔ ﻟﻠﻌﻤﻞ ﰲ ﻣـﺠﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺻﻌﺒﹰﺎ ﻟﻠﻐﺎﻳﺔ‪.‬‬ ‫ﺕ ﻋﺎﻟﻴ ‪‬ﺔ ﻣﻦ‬ ‫ﻼﺏ ﻋﻠﻰ ﻣﺴﺘﻮﻳﺎ ‪‬‬ ‫ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﻣـﺠﱠﻠﺔ "ﺭﺍﺑﻄﺔ ﺃﻗﺴﺎﻡ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ" ﻃﺒﻴﻌﺔ ﺍﻟـﻤﺸﻜﻠﺔ ﺍﻟﱵ ﺗـﺤ ‪‬ﺪ ﻣﻦ ﺣﺼﻮﻝ ﺍﻟﻄ ﹼ‬

‫ﺇﺗﻘﺎﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺣﻴﻨﻤﺎ ﺗﻜﺸﻒ ﺃ ﱠﻥ )‪ %10.7‬ﻓﻘﻂ( ﻣﻦ ﺩﺍﺭﺳﻲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻫﻢ ﰲ ﺍﻟـﻤﺮﺍﺣﻞ ﺍﻟـﻤﺘﻘ ‪‬ﺪﻣﺔ )ﻣـﺠﱠﻠﺔ ﺭﺍﺑﻄﺔ ﺃﻗﺴﺎﻡ‬

‫ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ‪ .(75 ،‬ﺃﻱ ﺃ ﱠﻥ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻀﺌﻴﻠﺔ ﻟﻦ ﺗﻜﻔﻲ ﻟﺰﻳﺎﺩﺓ ﻋﺪﺩ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﲔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑ‪‬ﻴﺔ ﻭﻟـﺤ ﱢﻞ ﻣﺸﻜﻠﺔ ﺗﻮﱡﻓﺮ‬ ‫ﺍﻟـﻬﻴﺌﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻤﺴﺎﻋﺪﺓ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻫﺬﺍ ﺍﻟـﻬﺪﻑ‪ .‬ﻭﻳﺮﻯ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺃ ﱠﻥ "ﻗﱠﻠﺔ ﻋﺪﺩ ﺍﻟـﻤﺪ ‪‬ﺭﺑﲔ ﺗﺪﺭﻳﺒﹰﺎ ﺟ‪‬ﻴﺪﹰﺍ ﻭﺍﻟـﻤﺆ ‪‬ﻫﻠﲔ‬ ‫ﻼﺏ‬ ‫ﻟﻐﻮ‪‬ﻳﹰﺎ ﺍﻟﺬﻳﻦ ﻳـﻤﺘﻠﻜﻮﻥ ﺍﻟـﺨﱪﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻛﻠﻐ ‪‬ﺔ ﺛﺎﻧﻴ ‪‬ﺔ ‪‬ﻳ ‪‬ﻌ ‪‬ﺪ ﻣﻦ ﺃﻫ ‪‬ﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﻘﻒ ﺣﺎﺟﺰﹰﺍ ﰲ ﻃﺮﻳﻖ ﺑﻠﻮﻍ ﺍﻟﻄ ﹼ‬ ‫ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻣﺮﺍﺣﻞ ﻣﺘﻔ ‪‬ﻮﻗ ﹰﺔ ﻣﻦ ﺍﻟـﻤﻬﺎﺭﺓ ﻭﺍﻟﻄﻼﻗﺔ ﰲ ﺍﻟﱡﻠﻐﺔ"‪) .‬ﺑﻠﻨﺎﺏ‪.(54 ، 2008،‬‬ ‫ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟـﺤﺎﺟﺔ ﺇﱃ ﻣﺆ ‪‬ﻫﻠﲔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪" ،‬ﻓﺈ ﱠﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻣﺎ ‪‬ﺳﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﻭﺧﺎﺭﺟﻬﺎ‬ ‫ﺴﻖ ﺍﻟـﺠﻬﻮﺩ‬ ‫ﺕ ﻣﺆ ‪‬ﻫﻠ ‪‬ﺔ ﻣﺪ ‪‬ﺭﺑ ‪‬ﺔ ‪‬ﺗ ‪‬ﻌ ‪‬ﺪ ﻭﺗﺪﻳﺮ ﺑﺮﺍﻣﺞ ﻓ ‪‬ﻌﺎﻟ ﹰﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ ،‬ﻭﺗﻘ ‪‬ﺪﻡ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟـﻤﻼﺋﻢ‪ ،‬ﻭﺗﻨ ‪‬‬ ‫ﻟـﻬﻴﺌﺎ ‪‬‬ ‫ﺍﻟـﻤﺘﻌﱢﻠﻘﺔ ﺑﺘﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ‪ ،‬ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﻣﺎ ‪‬ﻳﺪ ‪‬ﺭﺱ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﻭﻣﺎ ﻳﺘ ‪‬ﻢ ﺗﺪﺭﻳﺴﻪ ﰲ ﺍﻟـﺨﺎﺭﺝ ]ﺃﻱ ﰲ‬ ‫ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ["‪) .‬ﺑﻠﻨﺎﺏ‪.(54 ،2008 ،‬‬ ‫ﻟـﻤﺎﺫﺍ ﻧ‪‬ﺪﺭ‪‬ﺱ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤﺘ‪‬ﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴ‪‬ﺔ؟‬ ‫ﻳﺒﻘﻰ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻳﻄﺮﺣﻪ ﻋﺪ ‪‬ﺩ ﻛﺒ ‪‬ﲑ ﻣﻦ ﺍﻟﻌﺮﺏ ﻭﻏﲑﻫﻢ ﺩﺍﺧﻞ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﻭﺧﺎﺭﺟﻬﺎ ﺣﲔ ﻳﻌﻠﻤﻮﻥ ﺃ‪‬ﻧﻨﺎ‬ ‫ﻧﺪﻳﺮ ﺑﺮﻧﺎﻣـﺠﹰﺎ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪ ،‬ﺃﻭ ﻧﺪ ‪‬ﺭﺳﻬﺎ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﻫﻮ‪ :‬ﻟـﻤﺎﺫﺍ ﺗﺪ ‪‬ﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ‬ ‫ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺃﻣﺮﻳﻜﺎ؟‬ ‫ﰊ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺑﺎﻟﺒﺤﺚ‪ ،‬ﻓﻐ ﱠﻄﺖ ﻗﻨﺎﺓ ﺍﻟـﺠﺰﻳﺮﺓ ﰲ ﻣﻮﻗﻌﻬﺎ ﺍﻹﻟﻜﺘﺮﻭ ﱢ‬ ‫ﻭﻟﻘﺪ ﺗﻨﺎﻭﻟﺖ ﺑﻌﺾ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﻟﻌﺮ ‪‬‬ ‫ﱐ ﺑﺘﺎﺭﻳﺦ )‪19‬‬ ‫ﺁﺫﺍﺭ‪ /‬ﻣﺎﺭﺱ ‪ (2009‬ﻣﻮﺟﺰﹰﺍ ﻋﻦ ﻣـﺤﺎﺿﺮ ‪‬ﺓ ﺍﺳﺘﻀﺎﻓﻬﺎ ﻣﺮﻛﺰ ﺍﻹﻣﺎﺭﺍﺕ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﺳﺘﺮﺍﺗﻴﺠ‪‬ﻴﺔ ﰲ ﺩﰊ‪ ،‬ﺗـﺤﺖ ﻋﻨﻮﺍﻥ‬ ‫"ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﻟﺘﺤ ‪‬ﺪﻳﺎﺕ" ﺍﻟﱵ ﺃﻟﻘﺎﻫﺎ ﺍﻟﺪﻛﺘﻮﺭ "ﺃﺣـﻤﺪ ﻓﺮﻫﺎﺩﻱ" ﺃﺳﺘﺎﺫ ﻋﻠﻢ ﺍﻟﱡﻠﻐﺔ ﻭﻣﺪﻳﺮ ﺑﺮﻧﺎﻣﺞ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺑﻘﺴﻢ‬ ‫ﺩﺭﺍﺳﺎﺕ ﺍﻹﺳﻼﻡ ﻭﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺑـﺠﺎﻣﻌﺔ ﻧﻴﻮﻳﻮﺭﻙ‪ ،‬ﺣﻴﺚ ﺃﻭﺿﺢ ﺍﻟﺪﻛﺘﻮﺭ "ﻓﺮﻫﺎﺩﻱ" ﺭ ‪‬ﺩﹰﺍ ﻋﻠﻰ ﺳﺆﺍ ﹴﻝ ﻭ ‪‬ﺟﻬﻪ ﻟﻪ ﺍﻟـﺠﻤﻬﻮﺭ ﻋﻦ‬ ‫ﺳﺒﺐ ﺇﻗﺒﺎﻝ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﲔ ﻋﻠﻰ ﺗﻌﱡﻠﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺑﺄ ﱠﻥ "ﺍﻟﻈﺮﻭﻑ ﺍﻟﺴﻴﺎﺳ‪‬ﻴﺔ ﻭﻣﺎ ﺣﺪﺙ ﻣﻨﺬ ﺃﻳﻠﻮﻝ ‪ /‬ﺳﺒﺘﻤﱪ ‪ ،2001‬ﺩﻓﻌﺖ ﺍﻟﻜﺜﲑ ﻟﺘﻌﱡﻠﻤﻬﺎ‬ ‫ﻱ ﻣﻦ ﻗﺒﻞ ﺩﺍﺭﺳﻲ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪ ،‬ﻭﺃﺧﲑﹰﺍ ﺗﻮﱡﻓﺮ ﻓﺮﺹ ﻋﻤ ﹴﻞ ﻣﻦ ﻗﺒﻞ ﺍﻷﺟﻬﺰﺓ‬ ‫ﻟـﻤﻌﺮﻓﺔ ﺃﻫﻠﻬﺎ ﻭﺩﻳﻨﻬﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺪﺍﻓﻊ ﺍﻟﺘﺮﺑﻮ ‪‬‬ ‫ﺍﻻﺳﺘﺨﺒﺎﺭﺍﺗ‪‬ﻴﺔ ﺍﻟﱵ ﺗﺸﺘﺮﻁ ﻣﻌﺮﻓﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ"‪) .‬ﻓﺮﻫﺎﺩﻱ‪ 19 ،‬ﺁﺫﺍﺭ ‪.(2009‬‬ ‫ﻭﰲ ﻣﻘﺎ ﹴﻝ ﻧﺸﺮﺗﻪ )ﺳﻮﻳﺲ ﺇﻧﻔﻮ( ﻋﻠﻰ ﻣﻮﻗﻌﻬﺎ ﺍﻹﻟﻜﺘﺮﻭ ﱢ‬ ‫ﱐ ﰲ ﻋﺪﺩﻫﺎ ﺍﻟﺼﺎﺩﺭ ﺑﺘﺎﺭﻳﺦ )‪ 9‬ﺗﺸﺮﻳﻦ ﺍﻷ ‪‬ﻭﻝ ‪ /‬ﺃﻛﺘﻮﺑﺮ ﻋﺎﻡ ‪(2007‬‬ ‫ﺃﺟﺎﺏ ﹸﻛ ﱞﻞ ﻣﻦ ﺍﻟﺪﻛﺘﻮﺭ "ﻋﻼﺀ ﺍﻟـﺠﺒﺎﱄ"‪ ،‬ﻣﺪﻳﺮ ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺑـﺠﺎﻣﻌﺔ ﻣﲑﻳﻼﻧﺪ‪ ،‬ﻭﺍﻟﺪﻛﺘﻮﺭ "ﺷﻜﺮﻱ ﻋﺒﺪ"‪ ،‬ﻣﺪﻳﺮ‬ ‫ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺎﺕ ﰲ ﻣﻌﻬﺪ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﰲ ﻭﺍﺷﻨﻄﻦ‪ ،‬ﻋﻠﻰ ﺍﺳﺘﻔﺴﺎ ﹴﺭ ﻣﺸﺎﺑ ‪‬ﻪ ﻋﻦ ﺳﺒﺐ ﺍﺯﺩﻳﺎﺩ ﺍﻫﺘﻤﺎﻡ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﲔ ﺑﺘﻌﱡﻠﻢ ﺍﻟﱡﻠﻐﺔ‬ ‫ﺐ ﺍﻻﺳﺘﻄﻼﻉ ﺍﻟﺬﻱ ﺳﻴﻄﺮ ﻋﻠﻰ‬ ‫ﻉ ﻣﻦ ﺍﻟﻔﻀﻮﻝ ﻭﺣ ‪‬‬ ‫ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ .‬ﻓﺄﻭﺿﺢ ﺍﻟﺪﻛﺘﻮﺭ "ﻋﻼﺀ" "ﺃ ﱠﻥ ﻣـﻦ ﺃﻫ ‪‬ﻢ ﺃﺳﺒﺎﺏ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ‪ ،‬ﻫﻮ ﻧﻮ ‪‬‬ ‫ﰊ ﻭﺍﻟﻌﺎﻟـﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ‪ ،‬ﻭﻛﻴﻒ ﻳﻔﻜﱢـﺮ ﺍﻟﻌﺮﺏ‬ ‫ﺍﻷﻣﺮﻳﻜ‪‬ﻴﲔ ﺑﻌﺪ ﻫﺠﻤﺎﺕ ﺃﻳﻠﻮﻝ ‪ /‬ﺳﺒﺘﻤﱪ ﻟـﻤﻌﺮﻓﺔ ﺍﻟـﻤﺰﻳﺪ ﻋﻦ ﺍﻟﻌﺎﻟـﻢ ﺍﻟﻌﺮ ‪‬‬

‫ﻭﺍﻟـﻤﺴﻠﻤﻮﻥ‪ ،‬ﻭﺃﺻﺒﺢ ﺗﻌﱡﻠـﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺑﻄﺒﻴﻌﺔ ﺍﻟـﺤﺎﻝ ﻭﺳﻴﻠ ﹰﺔ ﺑﺎﻟـﻐﺔ ﺍﻷﻫـﻤ‪‬ﻴﺔ ﻟﻠﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﺍﻟﻌﺮﺏ ﻭﺍﻟـﻤﺴﻠﻤﲔ‬ ‫ﻼﺏ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﲔ‬ ‫ﰊ‪ ،‬ﻛﻤﺎ ﺃ ﱠﻥ ﺑﻌﺾ ﺍﻟﻄ ﹼ‬ ‫ﻭﻛﻴﻒ ﻳﻔ ﱢﻜﺮﻭﻥ‪ .‬ﻭﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻷﺧﺮﻯ‪ ،‬ﺍﻷﻫـﻤ‪‬ﻴﺔ ﺍﻟـﺠﻐﺮﺍﻓ‪‬ﻴﺔ ﺍﻟﺴﻴﺎﺳ‪‬ﻴﺔ ﻟﻠﻌﺎﻟـﻢ ﺍﻟﻌﺮ ‪‬‬ ‫ﻳﻘﺒﻠﻮﻥ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﻠﺘﺄ ‪‬ﻫـﻞ ﻟﻌﺪ ‪‬ﺩ ﻭﻓ ﹴﲑ ﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﺍﻟـﻤﺘﻌﻠﱢـﻘﺔ ﺑﺎﻷﻣﻦ ﺍﻟﻘﻮﻣ ‪‬ﻲ ﺍﻷﻣﺮﻳﻜ ‪‬ﻲ"‪.‬‬ ‫)ﺍﻟـﺠﺒﺎﱄ‪ 9 ،‬ﺗﺸﺮﻳﻦ ﺍﻷ ‪‬ﻭﻝ ‪ /‬ﺃﻛﺘﻮﺑﺮ ‪.(2007‬‬ ‫ﻼ‪" :‬ﺇ ﱠﻥ ﻫﻨﺎﻙ ﻣﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻷ‪‬ﻧﻬﻢ ‪‬ﻣﻬ‪‬ـﻨ‪‬ﻴﻮﻥ ﻭﻣﺘﺨﺼ‪‬ﺼﻮﻥ ﻭﺧﱪﺍﺀ ﻳﻌﻤﻠﻮﻥ ﰲ‬ ‫ﻭﺃﺿﺎﻑ ﺍﻟﺪﻛﺘﻮﺭ "ﺷﻜﺮﻱ" ﻗﺎﺋ ﹰ‬ ‫ﺕ ﻋﺪﻳﺪ ‪‬ﺓ‪ ،‬ﻣﺜﻞ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬ ‫ﺕ ﺣﻜﻮﻣ‪‬ﻴﺔ ﺗﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ ،‬ﻭﻣﻨﻬﻢ ﺩﺑﻠﻮﻣﺎﺳ‪‬ﻴﻮﻥ‪ ،‬ﻭﻣﻨﻬﻢ ﻋﺴﻜﺮ‪‬ﻳﻮﻥ ﻭﺧﱪﺍﺀ ﰲ ﻣـﺠﺎﻻ ‪‬‬ ‫ﺇﺩﺍﺭﺍ ‪‬‬ ‫ﺏ ﺃﻣﺮﻳﻜ‪‬ﻴﻮﻥ ﻣﺴﻠﻤﻮﻥ ﻣﺘﺤﺪ‪‬ﺭﻭﻥ ﻣﻦ ﺃﺻﻮ ﹴﻝ ﻏﲑ ﻋﺮﺑ‪‬ﻴﺔ‪ ،‬ﻳﻘﺒﻠﻮﻥ‬ ‫ﰊ‪ ،‬ﻭﻫﻨﺎﻙ ﻃﻼ ‪‬‬ ‫ﺷﺮﻛﺎﺕ ﺍﻟﻨﻔﻂ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﺍﻟﻌﺎﻟـﻢ ﺍﻟﻌﺮ ‪‬‬ ‫ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﺘﻌﻤﻴﻖ ﻓﻬﻤﻬﻢ ﻟﻠﻘﺮﺁﻥ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺳﻼﻣ‪‬ﻴﺔ‪ ،‬ﻛﻤﺎ ﺃ ﱠﻥ ﻫﻨﺎﻙ ﻃﻼﺑﹰﺎ ﺟﺎﻣﻌ‪‬ﻴﲔ ﺗﺘﻌﱠﻠﻖ ﺩﺭﺍﺳﺎﺗـﻬﻢ ﺍﻟـﺠﺎﻣﻌ‪‬ﻴﺔ‬ ‫ﰊ ﻭﺍﻹﺳﻼﻣ ‪‬ﻲ ﻭﻳـﺤﺘﺎﺟﻮﻥ ﻟﺪﺭﺍﺳﺔ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻷﻏﺮﺍﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤ ‪‬ﻲ‪ ،‬ﺃ ‪‬ﻣﺎ ﺍﻟﻨﻮﻉ ﺍﻟﺮﺍﺑﻊ ﻣﻦ ﺩﺍﺭﺳﻲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‬ ‫ﺑﺎﻟﻌﺎﻟـﻤﲔ ﺍﻟﻌﺮ ‪‬‬ ‫ﻝ ﻋﺮﺑ‪‬ﻴﺔ ﻳﺮﻏﺒﻮﻥ ﰲ ﺍﻟﻌﻮﺩﺓ ﺇﱃ ﺟﺬﻭﺭﻫﻢ ﻭﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺛﻘﺎﻓﺘﻬﻢ ﺍﻷﺻﻠ‪‬ﻴﺔ"‪) .‬ﻋﺒﺪ‪9 ،‬‬ ‫ﺏ ﻣﻦ ﺃﺻﻮ ﹴ‬ ‫ﻼ ‪‬‬ ‫ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ‪ ،‬ﻓﻬﻢ ﻃ ﹼ‬ ‫ﺗﺸﺮﻳﻦ ﺍﻷ ‪‬ﻭﻝ ‪ /‬ﺃﻛﺘﻮﺑﺮ ‪.(2007‬‬ ‫ﻭﺃﻭ ‪‬ﺩ ﺃﻥ ﺃﺿﻴﻒ ﻫﻨﺎ ﺃ‪‬ﻧﻨﺎ ﻧﻌﱡﻠﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺃﻳﻀﹰﺎ ﻟـﺤ‪‬ﺒﻨﺎ ﻟـﻬﺬﻩ ﺍﻟﱡﻠﻐﺔ ﻭﺇﻳـﻤﺎﻧﻨﺎ ﺑـﻤﺎ ﻳـﻤﻜﻨﻬﺎ ﺃﻥ ﺗﻘ ‪‬ﺪﻣﻪ ﻣﻦ ﺧﻼﻝ‬ ‫ﱐ‪ .‬ﻭﻧﺮﻯ‬ ‫ﰲ ﺍﻟﻌﺮﻳﻖ ﺍﻟﺬﻱ ﻳـﺤﻤﻞ ﺗـﺠﺮﺑ ﹰﺔ ﺇﻧﺴﺎﻧ‪‬ﻴ ﹰﺔ ﻓﺮﻳﺪ ﹰﺓ ﻗﺎﺩﺭ ﹰﺓ ﻋﻠﻰ ﺇﺛﺮﺍﺀ ﺍﻷﺩﺏ ﺍﻟﻌﺎﻟـﻤ ‪‬ﻲ ﻭﺍﻟﺘﺮﺍﺙ ﺍﻹﻧﺴﺎ ﱢ‬ ‫ﰊ ﻭﺍﻟﺜﻘﺎ ﱢ‬ ‫ﻧﺘﺎﺟﻬﺎ ﺍﻷﺩ ‪‬‬ ‫ﺃﻳﻀﹰﺎ ﺃ ﱠﻥ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺃﻥ ﻧﺒﲏ ﺟﺴﻮﺭﹰﺍ ﻣﻦ ﺍﻟـﻤﻌﺮﻓﺔ ﻭﺍﻟﺘﻌﺎﻳﺶ ﺑﲔ ﺃﺑﻨﺎﺀ ﺍﻟـﺠﻴﻞ ﺍﻟﻨﺎﺷﺊ ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﰲ "ﻗﺮﻳ ‪‬ﺔ ﻋﺎﻟـﻤ‪‬ﻴ ‪‬ﺔ" ﺻﻐﲑ ‪‬ﺓ ﺗﻼﺷﺖ‬ ‫ﺣﺪﻭﺩﻫﺎ ﺑﲔ ﻭﺳﺎﺋﻞ ﺍﻟﻨﻘﻞ ﺍﻟـﺤﺪﻳﺜﺔ ﻭﻣﺎ ﺗﻮﱢﻓﺮﻩ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺎﻟـﻤ‪‬ﻴﺔ ﻣﻦ ﺳﺒﻞ ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺯ ‪‬ﻭﺍﺭﻫﺎ‪ .‬ﺇ ﱠﻥ ﺍﻟﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﺛﻘﺎﻓﺔ ﻋﺎﻟـﻤﻨﺎ‬ ‫ﰊ ﻭﺃﺩﺑﻪ ﻭﺷﻌﺮﻩ ﻭﺻﺤﺎﻓﺘﻪ ﻭﺇﻋﻼﻣﻪ ﻭﺭﺳﻮﻣﻪ ﻳﺴﻤﺢ ﻟﻠﺪﺍﺭﺱ ﺃﻥ ﻳﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻌﺎﻟـﻢ "ﺍﻟﻐﺎﻣﺾ" ﺍﻟﺬﻱ ﺗﺪﻭﺭ ﺣﻮﻟﻪ‬ ‫ﺍﻟﻌﺮ ‪‬‬ ‫ﰊ ﺑﺎﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳ ‪‬ﻲ ﰲ ﺍﻟـﻤﺤ ﹼﻄﺎﺕ ﺍﻟﻔﻀﺎﺋ‪‬ﻴﺔ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﻭﺍﻷﻭﺭﺑ‪‬ﻴﺔ‪ ،‬ﻻ ﻛﻤﺎ ﻳﺮﺍﻩ‬ ‫ﺍﻟﺸﺎﺋﻌﺎﺕ ﻭﻳﺘﺪﺍﻭﻟﻪ ﺍﻹﻋﻼﻡ ﺍﻟﻐﺮ ‪‬‬ ‫ﰊ ﻧﻔﺴﻪ‪.‬‬ ‫ﺴﻪ ﻭﻳﻌﻴﺸﻪ ﻭﻳﺘﻔﺎﻋﻞ ﻣﻌﻪ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻌﺮ ‪‬‬ ‫ﻭﻳـﺤ ‪‬‬ ‫ﺇ ﱠﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ‪‬ﺗﺤﱢﻠﻞ ﻭﺗﻌﺎﰿ ﻣﺎ ﻳـﺤﺪﺙ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺃﻭ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻛﻠﻐ ‪‬ﺔ ﺛﺎﻧﻴ ‪‬ﺔ‬ ‫ﻲ ﻧﺎﺩﺭﹲﺓ‪ .‬ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺩﺭﺍﺳ ﹲﺔ ﺣﺪﻳﺜ ﹲﺔ ﻧﺴﺒ‪‬ﻴﹰﺎ )ﺑﲔ ﻋﺎﻣﻲ ‪ 2003‬ﻭ‪ (2004‬ﻗﺎﻡ ﺑـﻬﺎ ﻣﺮﻛﺰ ‪NMELRC‬‬ ‫ﱄ ﻭﺍﻟـﻤﺤﻠ ‪‬‬ ‫ﻋﻠﻰ ﺍﻟـﻤﺴﺘﻮﻯ ﺍﻟﺪﻭ ﱢ‬ ‫)ﺑﻠﻨﺎﺏ‪ (178-169 ،2006 ،‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﻣﻦ ﺃﺟﻠﻬﺎ ﻳﺪﺭﺱ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ .‬ﻭﻟﻘﺪ ﺗﻀ ‪‬ﻤﻨﺖ ﻋ‪‬ﻴﻨﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ )‪ 641‬ﻃﺎﻟﺒﹰﺎ( ﻳﺪﺭﺳﻮﻥ ﰲ )‪ (37‬ﺟﺎﻣﻌ ‪‬ﺔ ﺃﻣﺮﻳﻜ‪‬ﻴ ‪‬ﺔ ﺗﺘ‪‬ﺒﲎ ﺑﺮﺍﻣﺞ ﺟ‪‬ﻴﺪ ﹰﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻭﺗﺸﻤﻞ ﻋﺪﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻧﺴﺒ‪‬ﻴﹰﺎ ﻣﻦ‬ ‫ﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻣﻬﺘ ‪‬ﻤﻮﻥ ﺃﺻ ﹰ‬ ‫ﻼﺏ‪ .‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺃ ﱠﻥ ﻣﻌﻈﻢ ﺍﻟﻄ ﹼ‬ ‫ﺍﻟﻄ ﹼ‬ ‫ﻼ ﺑﺘﻌﱡﻠﻢ ﺍﻟﱡﻠﻐﺎﺕ‪ ،‬ﻓﻤﻌﻈﻤﻬﻢ )‪ (%89‬ﻳﺘﻘﻦ ﻭﻟﻮ‬ ‫ﺕ ﻣـﺨﺘﻠﻔ ‪‬ﺔ ﺃﻛﺜﺮﻫﺎ ﺷﻴﻮﻋﹰﺎ‬ ‫ﺼﺼﺎ ‪‬‬ ‫ﺑﻌﺾ ﺍﻟﺸﻲﺀ‪ ،‬ﻟﻐ ﹰﺔ ﺃﺧﺮﻯ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻹﻧﻜﻠﻴﺰ‪‬ﻳﺔ‪ .‬ﻭﻳﺄﰐ ﺍﻟـﻤﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺗـﺨ ‪‬‬ ‫ﺩﺭﺍﺳﺎﺕ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ )‪ ،(%24‬ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻴﺎﺳ‪‬ﻴﺔ )‪ ،(%9.4‬ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺪﻭﻟ‪‬ﻴﺔ )‪ ،(%8.4‬ﻭﺍﻟﱡﻠﻐﻮ‪‬ﻳﺎﺕ )‪ ،(%6.3‬ﻭﺍﻟﺘﺎﺭﻳﺦ‬ ‫)‪ .(%4.2‬ﺃ ‪‬ﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺎﻷﺳﺒﺎﺏ ﺍﻟﺮﺋﻴﺴﺔ ﺍﻟﱵ ﺩﻓﻌﺘﻬﻢ ﻟﺘﻌﱡﻠﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻓﻔﻲ ﻣﻘ ‪‬ﺪﻣﺘﻬﺎ ﺃ‪‬ﻧﻬﻢ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺘﻌﱡﻠﻢ ﺍﻟﱡﻠﻐﺎﺕ ﺑﺸﻜ ﹴﻞ ﻋﺎﻡ‬ ‫ﺹ )‪) .(%87.2‬ﺑﻠﻨﺎﺏ‪.(172 ،2006 ،‬‬ ‫)‪ ،(%88.2‬ﻭﺃ‪‬ﻧﻬﻢ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺘﻌﱡﻠﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺑﺸﻜ ﹴﻞ ﺧﺎ ‪‬‬ ‫ﻁ ﻫﻲ‪:‬‬ ‫ﺖ ﻧﻘﺎ ‪‬‬ ‫ﻭﻳﻌﺰﻭ ﺍﻟﻄﻼﺏ ﺃﺳﺒﺎﺏ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺘﻌﱡﻠﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺇﱃ ﺳ ‪‬‬ ‫‪ (1‬ﻳﺮﻏﺒﻮﻥ ﺑﺎﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟـﻤﺘﺤ ‪‬ﺪﺛﲔ ﺑﺎﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ )‪.(%87.4‬‬ ‫ﰊ )‪.(%78.6‬‬ ‫‪ (2‬ﻳﺮﻳﺪﻭﻥ ﺍﻟﺴﻔﺮ ﺇﱃ ﺍﻟﻌﺎﻟـﻢ ﺍﻟﻌﺮ ‪‬‬

‫ﰊ )‪.(%67.5‬‬ ‫‪ (3‬ﻳﺮﻳﺪﻭﻥ ﺍﻻ ﱢﻃﻼﻉ ﻋﻠﻰ ﻣﺎ ﻳﻨﺸﺮ ﰲ ﺍﻹﻋﻼﻡ ﺍﻟﻌﺮ ‪‬‬ ‫‪ (4‬ﻳﺮﻏﺒﻮﻥ ﺑﻔﻬﻢ ﻣﺎ ﻳﺬﺍﻉ ﰲ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﻟـﻤﺴﻤﻮﻋﺔ ﻭﺍﻟـﻤﺮﺋ‪‬ﻴﺔ )‪.(%66‬‬ ‫ﰊ‬ ‫‪ (5‬ﺻ ‪‬ﺮﺡ ﺃﻛﺜﺮ ﻣﻦ )‪ (%40‬ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﺃ‪‬ﻧﻬﻢ ﻳﺘﻌﱠﻠﻤﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﻴﺘﻤ ﱠﻜﻨﻮﺍ ﻣﻦ ﻗﺮﺍﺀﺓ ﹸﻛ ﱟﻞ ﻣﻦ ﺍﻷﺩﺏ ﺍﻟﻌﺮ ‪‬‬ ‫ﺍﻟـﺤﺪﻳﺚ‪ ،‬ﻭﺍﻟﻮﺛﺎﺋﻖ ﺍﻟﺘﺎﺭﻳـﺨ‪‬ﻴﺔ ﻭﺍﻷﺩﺏ‪ ،‬ﻭﺍﻟﺘﻮﺍﺻﻞ ﻛﺘﺎﺑﺔ ﺑﺎﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪.‬‬ ‫ﻼﺏ ﺃ‪‬ﻧﻬﻢ ﻳﺮﻏﺒﻮﻥ ﺑﺘﻌﱡﻠﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺣ‪‬ﺘﻰ ﻳﺴﺘﻄﻴﻌﻮﺍ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﻳـﻢ‪.‬‬ ‫‪ (6‬ﺃﻋﻠﻨﺖ ﻧﺴﺒ ﹲﺔ ﺃﻛﺜﺮ ﺑﻘﻠﻴ ﹴﻞ ﻣﻦ )‪ (%30‬ﻣﻦ ﺍﻟﻄ ﹼ‬ ‫)ﺑﻠﻨﺎﺏ‪.(173-172 ،2006 ،‬‬ ‫ﺃ ‪‬ﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺄﺳﺒﺎﺏ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ ﻭﺍﻟـﻤﺮﺍﺣﻞ ﺍﻻﺑﺘﺪﺍﺋ‪‬ﻴﺔ ﻭﺍﻟـﻤﺘﻮ ‪‬ﺳﻄﺔ‪ ،‬ﻓﺒﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﳊﻮﺍﻓﺰ‬ ‫ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﺪﻯ ﺍﳌﺪﺍﺭﺱ ﺍﳋﺎﺻﺔ‪ ،‬ﻓﺎﻷﺳﺎﺗﺬﺓ ﻭﺍﻟـﻤﻬﺘ ‪‬ﻤﲔ ﺑﺰﻳﺎﺩﺓ ﻋﺪﺩ ﺍﻟﺬﻳﻦ ﻳﺘﻘﻨﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻳﺮﻭﻥ ﺃ ﱠﻥ ﺇﺗﻘﺎ‪‬ﺎ ﻳﺴﺘﺪﻋﻲ ﺃﻥ‬ ‫ﻳﺒﺪﺃ ﺍﻟﺪﺍﺭﺱ ﺑﺘﻌﱡﻠﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻗﺒﻞ ﺍﻟﺘﺤﺎﻗﻪ ﺑﺎﻟـﺠﺎﻣﻌﺔ‪ ،‬ﻻﺳﻴ‪‬ﻤﺎ ﺃ ﱠﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺗﺸﲑ ﺇﱃ ﺃ ﱠﻥ ﺇﺗﻘﺎﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ ﻳﺘﻄﱠﻠﺐ ﺃﻥ‬ ‫ﻳﺒﺪﺃ ﺍﻟﺪﺍﺭﺱ ﺗﻌﱡﻠﻤﻬﺎ ﻗﺒﻞ ﺳ ‪‬ﻦ ﺍﻟﺒﻠﻮﻍ‪ .‬ﻭﻟﻘﺪ ﺑﺪﺃﺕ ﺍﻟـﻤﺆ ‪‬ﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤ‪‬ﻴﺔ ﺍﳌﺮﻛﺰ‪‬ﻳﺔ ﻭﺍﻟـﻤﺤﻠ‪‬ﻴﺔ ﰲ ﺃﻣﺮﻳﻜﺎ ﺑﺪﻋﻢ ﺗﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‬ ‫ﺕ ﻋﺮﺑ‪‬ﻴﺔ ﻛﺒﲑﺓ ﺑـﻤﻄﺎﻟﺒﺔ‬ ‫ﰲ ﺍﻟـﻤﺪﺍﺭﺱ‪ .‬ﻛﻤﺎ ﻧﺸﻄﺖ ﺑﻌﺾ ﺍﻟـﺠﻤﺎﻋﺎﺕ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻻﺳﻴ‪‬ﻤﺎ ﰲ ﺍﻟـﻤﻨﺎﻃﻖ ﺍﻟﱵ ﺗﻮﺟﺪ ﻓﻴﻬﺎ ﺟﺎﻟﻴﺎ ‪‬‬ ‫ﻼﺏ ﻣﻦ ﺃﺻﻮ ﹴﻝ ﻋﺮﺑ‪‬ﻴﺔ‪.‬‬ ‫ﻣﻨﺎﻃﻘﻬﺎ ﺍﻟﺘﻌﻠﻴﻤ‪‬ﻴﺔ ﺑﺘﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻻﺳﻴ‪‬ﻤﺎ ﺣﻴﺚ ﺗﺮﺗﻔﻊ ﻧﺴﺒﺔ ﺍﻟﻄ ﹼ‬ ‫ﻣﺸﺎﺭﻳﻊ ﻭﺩﺭﺍﺳﺎﺕ‬

‫ﻟـﻢ ﻳﻌﺪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﺪ ﺍﻟـﺤﺎﺩﻱ ﻋﺸﺮ ﻣﻦ ﺃﻳﻠﻮﻝ ‪/‬ﺳﺒﺘﻤﱪ ‪ 2001‬ﺑﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻣﻘﺘﺼﺮﹰﺍ ﻋﻠﻰ ﻣﻌﺎﻫﺪ ﺍﻟﱡﻠﻐﺎﺕ‪ ،‬ﻭﺃﻗﺴﺎﻡ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻭﺍﻹﺳﻼﻣ‪‬ﻴﺔ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪ ،‬ﻭﻣﺮﺍﻛﺰ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻟﻮﻃﻨ‪‬ﻴﺔ‪ ،‬ﻭﺑﺮﺍﻣﺞ "ﻓﻼﻏﺸﺐ" )‪ ،(Flagship‬ﺃﻭ ﺣ‪‬ﺘﻰ ﺑﺮﺍﻣﺞ‬ ‫ﺇﺭﺳﺎﻝ ﺍﻟـﻤﺒﻌﻮﺛﲔ ﻟﻠﺪﺭﺍﺳﺔ ﰲ ﺍﻟـﺨﺎﺭﺝ )ﻓﻮﻟﱪﺍﻳﺖ(‪ .‬ﻓﻘﺪ ﻗﺎﻣﺖ ﺍﻟـﺤﻜﻮﻣﺔ ﺍﳌﺮﻛﺰﻳ‪‬ﺔ ﺑﻌﺪ ﻫﺬﻩ ﺍﻷﺣﺪﺍﺙ ﺑﺮﺻﺪ ﻣﻴﺰﺍﻧ‪‬ﻴ ‪‬ﺔ ﻛﺒﲑ ‪‬ﺓ‬ ‫ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻟﱵ ﺗﻌﺘﱪﻫﺎ ﺫﺍﺕ ﻋﻼﻗ ‪‬ﺔ ﺑﺎﻷﻣﻦ ﺍﻟﻘﻮﻣ ‪‬ﻲ ﺍﻷﻣﺮﻳﻜ ‪‬ﻲ؛ ﻭﻋﻠﻰ ﺭﺃﺳﻬﺎ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ .‬ﻭﺗﺴﺘﻬﺪﻑ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﺪﻋﻤﻬﺎ‬ ‫ﺕ ﺣﻜﻮﻣ‪‬ﻴ ﹲﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﻋﺪﺩ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﲔ ﺍﻟﺬﻳﻦ ﻳﺘﻌﱠﻠﻤﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻮﺳﻴﻊ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﻣﺮﺣﻠﺔ‬ ‫ﻣﺆ ‪‬ﺳﺴﺎ ‪‬‬ ‫ﺍﻟـﺤﻀﺎﻧﺔ ﻭﺣ‪‬ﺘﻰ ﺍﻟـﺠﺎﻣﻌﺔ )ﺳﺘﺎﺭﻃﺎﻙ‪ ،(2006 ،‬ﻭﺩﻋﻢ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﻭﺗﺄﻫﻴﻞ ﻣﻌﱢﻠﻤﻲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﻭﺍﻟـﺠﺎﻣﻌﺎﺕ‬ ‫ﻼﺏ ﺍﻟـﻤﺪﺍﺭﺱ‬ ‫ﺼﺺ ﺃﻣﻮﺍ ﹰﻻ ﻟﺘﺸﺠﻴﻊ ﻃ ﹼ‬ ‫ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪ .‬ﻭﺗﺪﻋﻢ ﺍﻟـﻤﻨﺢ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﺃﻳﻀﹰﺎ ﺗﺼﻤﻴﻢ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ ،‬ﻭﺗـﺨ ‪‬‬ ‫ﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ ﻭﺍﻟـﺠﺎﻣﻌﺎﺕ ﻭﻃ ﹼ‬ ‫ﻼﺏ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺿﻤﻦ ﺑﺮﺍﻣﺞ ﻣﻜﱠﺜﻔ ‪‬ﺔ ﻣﺜﻞ ﺑﺮﻧﺎﻣﺞ "ﻓﻼﻏﺸﺐ" )‪،(Flagship‬‬ ‫ﻭﺗﻮﻓﺮ ﺍﳌﻨﺢ ﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﺗﺴﺘﻀﻴﻒ ﺍﳊﻜﻮﻣﺔ ﻣﻌﻠﱢﻤﲔ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟـﻤ ‪‬ﺪﺓ ﻋﺎ ﹴﻡ‬ ‫ﻼﺏ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﲔ‪ ،‬ﻭﺗﺘﻜ ﱠﻔﻞ ﺑـﺠﻤﻴﻊ ﻧﻔﻘﺎﺗـﻬﻢ‪ .‬ﻓﻠﻘﺪ ﺍﺳﺘﻀﺎﻓﺖ ﻣﺪﺍﺭﺱ ﺷﻴﻜﺎﻏﻮ ﻋﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺩﺭﺍﺳ ‪‬ﻲ ﻛﺎﻣ ﹴﻞ ﻟﺘﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﻠﻄ ﹼ‬ ‫ﺍﻟـﻤﺜﺎﻝ ﺍﻟﻌﺎﻡ ﺍﻟـﻤﺎﺿﻲ ﻣﺪ ‪‬ﺭﺳﹰﺎ ﻣﻦ ﺍﻷﺭﺩﻥ‪ ،‬ﻭﺍﺳﺘﻀﺎﻓﺖ ﻫﺬﺍ ﺍﻟﻌﺎﻡ ﻣﺪ ‪‬ﺭﺳﺘﲔ ﻣﻦ ﻣﺼﺮ ﻟﻠﻌﻤﻞ ﰲ ﻣﺪﺍﺭﺱ ﺷﻴﻜﺎﻏﻮ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‪.‬‬ ‫ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺍﻟـﺠﺪﻳﺪﺓ "ﺳﺘﺎﺭﻃﺎﻙ" ﻭﺍﻟﱵ ﻳﺘ ‪‬ﻢ ﻣﻦ ﺧﻼﻟـﻬﺎ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺃﺟﻬﺰﺓ ﺍﻟـﺤﻜﻮﻣﺔ ﺍﻟـﻤﺮﻛﺰ‪‬ﻳﺔ ﺍﻟـﻤﺨﺘﻠﻔﺔ‬ ‫ﲏ ﻟﻸﺑـﺤﺎﺙ ﰲ ﺟﺎﻣﻌﺔ ﻣﲑﻳﻼﻧﺪ ﺍﻟﺬﻱ ﺗﻌﺎﻗﺪﺕ ﻣﻌﻪ ﺍﻟـﺤﻜﻮﻣﺔ ﺍﳌﺮﻛﺰ‪‬ﻳﺔ ﻹﺩﺍﺭﺓ ﺍﻟﱪﻧﺎﻣﺞ‪ ،‬ﻭﺗﻮﻓﲑ ﺍﻟـﻤﻨﺢ ﺍﻟﱵ‬ ‫ﻭﺍﻟـﻤﺮﻛﺰ ﺍﻟﻮﻃ ‪‬‬ ‫ﺗﺪﻋﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺼﻴﻔ‪‬ﻴﺔ ﻟﺘﺪﺭﻳﺐ ﺍﻟـﻤﻌﱢﻠﻤﲔ‪ ،‬ﻭﺗﻘﺪﻳـﻢ ﺑﺮﺍﻣﺞ ﻟﻐﻮ‪‬ﻳﺔ ﻭﺛﻘﺎﻓ‪‬ﻴﺔ ﻣﻜﱠﺜﻔ ‪‬ﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻹﺳﺘﺮﺍﺗﻴﺠ‪‬ﻴﺔ ﻭﻣﻨﻬﺎ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪.‬‬ ‫ﻭﻟﻘﺪ ﻗﺎﻡ ﺑﺮﻧﺎﻣﺞ )ﺳﺘﺎﺭﻃﺎﻙ( ﺑﺘﻤﻮﻳﻞ ﺑﺮﺍﻣﺞ ‪‬ﻧ ﱢﻔﺬﺕ ﺧﻼﻝ ﺍﻟﺴﻨﺘﲔ ﺍﻟـﻤﺎﺿﻴﺘﲔ )‪ ،(2008 ،2007‬ﻭﻟﻘﺪ ﰎ ﺗﻨﻔﻴﺬ )‪ (41‬ﺑﺮﻧﺎﻣﺞ ﻟﻐ ‪‬ﺔ‬

‫ﻋﺮﺑ‪‬ﻴﺔ ﺧﻼﻝ ﺻﻴﻒ )‪ .(2009‬ﻭﺳﻴﺴﺘﻤﺮ ﺩﻋﻢ )ﺳﺘﺎﺭﻃﺎﻙ(‪ ،‬ﺍﻟﱵ ﻳﺘﻮﱠﻗﻊ ﺃﻥ ﻳﺆ ‪‬ﺩﻱ ﺇﱃ ﺇﻧﺸﺎﺀ ﺑﺮﺍﻣﺞ ﻣﺘﻜﺎﻣﻠ ‪‬ﺔ ﻟﺘﻌﻠﻴﻢ ﻫﺬﻩ ﺍﻟﱡﻠﻐﺎﺕ‪،‬‬ ‫ﻭﻣﻨﻬﺎ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﺘﻄ‪‬ﺒﻖ ﰲ ﺟـﻤﻴﻊ ﻭﻻﻳﺎﺕ ﺃﻣﺮﻳﻜﺎ ﺍﻟـﺨﻤﺴﲔ ﻣﻊ ﺣﻠﻮﻝ ﻋﺎﻡ ‪2011‬ﻡ )ﺳﺘﺎﺭﻃﺎﻙ‪.(2006 ،‬‬ ‫ﻭﻟﻘﺪ ﻭﱠﻓﺮﺕ ﺇﺣﺼﺎﺋ‪‬ﻴ ﹲﺔ ﻗﺎﻡ ﺑـﻬﺎ ﺑﺮﻧﺎﻣﺞ )ﺳﺘﺎﺭﻃﺎﻙ‪ (2008 ،‬ﻟﺘﺪﺭﻳﺐ ﺍﻟـﻤﻌﱢﻠﻤﲔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‬ ‫ﺡ ﻣـﺨﺘﻠﻔ ‪‬ﺔ؛ ﻣﻨﻬﺎ ﻃﺒﻴﻌﺔ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﰲ ﺑﺮﺍﻣﺞ‬ ‫)ﺳﺘﺎﺭﻃﺎﻙ ﺍﻟـﻤﺮﻛﺰﻱ‪ (2008 ،‬ﺑﻌﺾ ﺍﻟـﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﻠﻘﻲ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻧﻮﺍ ﹴ‬ ‫ﺗﺪﺭﻳﺐ ﻣﻌﱢﻠﻤﻲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺃ ﱠﻥ )‪ (%88‬ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﰲ ﺩﻭﺭﺍﺕ )ﺳﺘﺎﺭﻃﺎﻙ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﺘﺪﺭﻳﺐ ﺍﻟـﻤﻌﱢﻠﻤﲔ ﻟﻌﺎﻡ ‪ (2008‬ﻳﺘﻜﱠﻠﻤﻮﻥ ﺍﻟﱡﻠﻐﺔ‬ ‫ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻛﻠﻐ ‪‬ﺔ ﺃ ‪‬ﻡ‪ ،‬ﻭﺃ ﱠﻥ )‪ (%81‬ﻣﻦ ﻣـﺠﻤﻮﻉ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﰲ ﺗﻠﻚ ﺍﻟﺪﻭﺭﺍﺕ ﻣﻦ ﺍﻟﻨﺴﺎﺀ‪ .‬ﻭﻣﻊ ﺃ ﱠﻥ ﻫﺬﺍ ﻗﺪ ﻳﻌﻜﺲ ﻭﺍﻗﻊ ﻣﺎ‬ ‫ﻳـﺤﺪﺙ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ‪ ،‬ﻟﻜ‪‬ﻨﻪ ﻗﺪ ﻻ ﻳﻌﻜﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻭﺍﻗﻊ ﺍﻟـﺤﺎﻝ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﻭﺍﻟـﻤﻌﺎﻫﺪ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﳑﺎ ﻳﺴﺘﻠﺰﻡ ﻣﺰﻳﺪﺍ ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﻟﺘﺤﺪﻳﺪ ﻫﻮﻳﺔ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺍ‪‬ﺎﻝ‪.‬‬ ‫ﺿﺤﻪ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴـﺎﱐ ﺭﻗـﻢ )‪ (1‬ﺑــﺨﺼﻮﺹ ﺃﻋﻤـﺎﺭ‬ ‫ﻭﻣﻦ ﺍﻟـﻤﻌﻠﻮﻣﺎﺕ ﺍﻟـﻤﻔﻴﺪﺓ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﻘ ‪‬ﺪﻣﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﻣﺎ ﻳﻮ ‪‬‬ ‫ﺍﻟـﻤﺸﺎﺭﻛﲔ ﰲ ﺩﻭﺭﺍﺕ )ﺳﺘﺎﺭﻃﺎﻙ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﻌﺎﻡ ‪ .(2008‬ﻓﻤﻦ ﺍﻟـﻤﻠﻔﺖ ﻟﻠﻨﻈﺮ ﺣﺴﺐ ﻣﺎ ﺃﺩﺭﺟﺘﻪ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺃ ﱠﻥ ﻣﻌﻈـﻢ ﺍﻟـﺬﻳﻦ‬ ‫ﺷﺎﺭﻛﻮﺍ ﰲ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺍﺕ‪ (%66) ،‬ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ‪ ،‬ﺗﺰﻳﺪ ﺃﻋﻤﺎﺭﻫﻢ ﻋﻦ ﺃﺭﺑﻌﲔ ﻋﺎﻣﹰﺎ‪ ،‬ﻭﺃ ﱠﻥ )‪ (%2‬ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﻓﻘﻂ ﺗﻘـ ﱡﻞ‬ ‫ﺃﻋﻤﺎﺭﻫﻢ ﻋﻦ ﺛﻼﺛﲔ ﻋﺎﻣﹰﺎ‪.‬‬

‫ﱐ ﺭﻗﻢ )‪(1‬‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎ ﱡ‬

‫ﻭﻧﺘﺒﻴ‪‬ﻦ ﻣﻦ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﱐ ﺍﻟﺘﺎﱄ )ﺭﻗﻢ ‪ (2‬ﺃﻥ ﺍﳌﺸﺎﺭﻛﲔ ﰲ ﺩﻭﺭﺍﺕ ﺳﺘﺎﺭﻃﺎﻙ ﻟﻌﺎﻡ ‪ 2008‬ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻋﺎﻝ ﻣﻦ ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺍﻟﻌﻠﻤﻲ‪ %82 :‬ﻣﻦ ﺍﳌﺸﺎﺭﻛﲔ ﺣﺎﺻﻠﲔ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﺟﺎﻣﻌﻴﺔ )ﺑﻜﺎﻟﻮﺭﻳﻮﺱ( ﻛﺤﺪ ﺃﺩﱏ ﻭﺃﻥ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻨﻬﻢ ‪ %52‬ﺍﻟﺘﺤﻘﻮﺍ‬ ‫ﺑﱪﺍﻣﺞ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ‪.‬‬ ‫ﺃ ‪‬ﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﰲ ﻣـﺠﺎﻻﺕ ﻋﻤﻠﻬﻢ‪ ،‬ﻓ‪‬ﺘﺒ‪‬ﻴﻦ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺃ ﱠﻥ ﻣﻌﻈﻢ ﺍﻟﺬﻳﻦ ﺍﻟﺘﺤﻘﻮﺍ ﺑﺎﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒ‪‬ﻴﺔ ﻫﻢ ﻣﻦ ﺍﻟﻌﺎﻣﻠﲔ ﰲ‬ ‫ﻣـﺠﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺎﺕ‪ .‬ﻓﺎﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ )‪ ،(%65‬ﺑﻴﻨﻤﺎ ﻳﺪ ‪‬ﺭﺱ )‪ (%2‬ﻣﻨﻬﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰ‪‬ﻳﺔ‪ ،‬ﻭﻧﺴﺒ ﹲﺔ ﻗﻠﻴﻠ ﹲﺔ‬ ‫ﺗﺪ ‪‬ﺭﺱ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻔﺮﻧﺴ‪‬ﻴﺔ )‪ ،(%4‬ﻭﻳﺪ ‪‬ﺭﺱ )‪ (%1‬ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﺍﻟﱡﻠﻐﺔ ﺍﻹﺳﺒﺎﻧ‪‬ﻴﺔ‪ ،‬ﻭﺗﺪ ‪‬ﺭﺱ ﻧﺴﺒ ﹲﺔ ﻣـﻤﺎﺛﻠ ﹲﺔ ﻣﻮﺍﺿﻴﻊ ﺃﺧﺮﻯ‪.‬‬

‫ﱐ ﺭﻗﻢ )‪(2‬‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎ ﱡ‬ ‫ﺃ ‪‬ﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺎﻟـﻤﺆ ‪‬ﺳﺴﺎﺕ ﺍﻟﱵ ﻳﻌﻤﻠﻮﻥ ﻓﻴﻬﺎ‪ ،‬ﻓﻠﻘﺪ ﺑ‪‬ﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻣﺎ ﺃﺩﺭﺝ ﰲ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎ ﱢ‬ ‫ﱐ ﺭﻗﻢ )‪ (3‬ﺃ ﱠﻥ )‪(%27‬‬ ‫ﺕ ﺟﺎﻣﻌ‪‬ﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﻌﻤﻞ )‪ (%13‬ﰲ ﺑﺮﺍﻣﺞ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ‪،‬‬ ‫ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﰲ ﺩﻭﺭﺍﺕ )ﺳﺘﺎﺭﻃﺎﻙ ﻟﻌﺎﻡ ‪ (2008‬ﻳﻌﻤﻠﻮﻥ ﰲ ﻣﺆ ‪‬ﺳﺴﺎ ‪‬‬ ‫ﻭ)‪ (%10‬ﰲ ﺍﻟـﻤﻌﺎﻫﺪ ﺫﺍﺕ ﺍﻟﺴﻨﺘﲔ ﺍﻟﺪﺭﺍﺳﻴﺘﲔ‪ ،‬ﻭﻧﺴﺒ ﹲﺔ ﺿﺌﻴﻠ ﹲﺔ )‪ (%4‬ﰲ ﻣـﺠﺎﻝ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ .‬ﻭﻳﻌﻤﻞ ﻣﻌﻈﻢ ﺍﻟـﻤﺸﺎﺭﻛﲔ‬ ‫ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﻌﺎ ‪‬ﻣﺔ ﻭﺍﻟـﺨﺎ ‪‬‬ ‫ﺻﺔ‪.‬‬ ‫ﺻﺔ )‪ ،(%58‬ﺣﻴﺚ ﻳﻌﻤﻞ )‪ (%24‬ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﻌﺎ ‪‬ﻣﺔ ﻭ)‪ (%34‬ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺃ ‪‬ﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﻨﺴﺒﺔ ﺍﻟـﻤﺮ ‪‬ﺧﺼﲔ ﻟﺘﻌﻠﻴﻢ ﺃ‪‬ﻳﺔ ﻟﻐ ‪‬ﺔ ﻓﻠﻘﺪ ﺑ‪‬ﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃ ﱠﻥ )‪ (%35‬ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﻗﺎﻟﻮﺍ ﺑﺄ‪‬ﻧﻬﻢ ﻣﺮ ‪‬ﺧﺼﻮﻥ‬ ‫ﺿﺢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ‬ ‫ﻟﺘﻌﻠﻴﻢ ﻟﻐ ‪‬ﺔ ﻣﺎ‪ ،‬ﻭﺃ ﱠﻥ )‪ (%9‬ﻓﻘﻂ ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﻣﺮ ‪‬ﺧﺼﲔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ .‬ﻟﻜ ‪‬ﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻟـﻢ ﺗﻮ ‪‬‬ ‫ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﻣﺮ ‪‬ﺧﺼ ﹰﺔ ﻟﻠﺘﺪﺭﻳﺲ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺃﻡ ﻻ‪ ،‬ﻭﻟـﻢ ‪‬ﺗﺒ‪‬ﻴﻦ ﻧﻮﻉ ﺍﻟﺘﺮﺧﻴﺺ ﻭﺩﺭﺟﺘﻪ‪ .‬ﻓﻘﺪ ﻳﻜﻮﻥ‬ ‫ﺱ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ‬ ‫ﺺ ﻳـﺨﺘﻠﻒ ﻋﻦ ﺍﻟﺘﺮﺧﻴﺺ ﺍﻟﺬﻱ ﺗﺘﻄﱠﻠﺒﻪ ﺍﻟﻮﻻﻳﺔ ﻟﻮﻇﻴﻔﺔ ﻣﺪ ‪‬ﺭ ﹴ‬ ‫ﺱ؛ ﻭﻫﺬﺍ ﺗﺮﺧﻴ ‪‬‬ ‫ﺑﻌﻀﻬﻢ ﻣﺮ ‪‬ﺧﺼﹰﺎ ﻟﻠﻌﻤﻞ ﻛﻤﺴﺎﻋﺪ ﻣﺪ ‪‬ﺭ ﹴ‬ ‫ﻼ ﻋﻠﻰ ﺭﺧﺼﺔ ﺗﺪﺭﻳﺲ ﻟﻐ ‪‬ﺔ ﻣﻦ ﻣﻌﺎﻫﺪ ﺍﻟـﻤﻌﱢﻠﻤﲔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﻫﺬﺍ‬ ‫ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﺑﻌﻀﻬﻢ ﺍﻵﺧﺮ ﺣﺎﺻ ﹰ‬ ‫ﺺ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻑ ﻋﻠﻴﻪ ﻣﻦ ﺗﺮﺧﻴ ﹴ‬ ‫ﺃﻳﻀﹰﺎ ﻻ ﻳﻌﺎﺩﻝ ﻣﺎ ﺗﺘﻄﱠﻠﺒﻪ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‪ ،‬ﻭﻣﺎ ﻫﻮ ﻣﺘﻌﺎﺭ ‪‬‬ ‫ﺍﻟـﻤﺨﺘﻠﻔﺔ‪ .‬ﺣﻴﺚ ﻳﺘﺮ‪‬ﺗﺐ ﻋﻠﻰ ﺍﻟﺘﺮﺧﻴﺺ ﰲ ﹸﻛ ﱟﻞ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﺳﺘﻴﻔﺎﺀ ﺍﻟﺸﺮﻭﻁ ﺍﻟﱵ ﺗـﺤ ‪‬ﺪﺩﻫﺎ ﺍﻟﻮﻻﻳﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﺟﺘﻴﺎﺯ‬ ‫ﺍﻣﺘﺤﺎﻧﺎﺗـﻬﺎ‪.‬‬

‫ﱐ ﺭﻗﻢ )‪(3‬‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎ ﱡ‬ ‫ﺻﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺍﻟﱵ ﺗﺪ ‪‬ﺭﺱ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﻣﺮﺍﺣﻞ‬ ‫ﻟﻘﺪ ﺍﺯﺩﺍﺩ ﻋﺪﺩ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﻭﺍﻟـﺨﺎ ‪‬‬ ‫ﻅ ﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﺍﻟـﻤﺎﺿﻴﺔ‪ .‬ﻭﻗﺪ ﺗـﺤ ‪‬ﺪ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺼﺎﺭﻣﺔ ﺍﻟﱵ‬ ‫ﻒ ﺍﻟﺜﺎﱐ ﻋﺸﺮ ﺑﺸﻜ ﹴﻞ ﻣﻠﺤﻮ ‪‬‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺍﻟﺮﻭﺿﺔ ﺣ‪‬ﺘﻰ ﺍﻟﺼ ‪‬‬ ‫ﺗﻔﺮﺿﻬﺎ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﹸﻛ ﱟﻞ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ ﺣﻮﻝ ﻋﻤﻠ‪‬ﻴﺔ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﺮﺧﻴﺺ ﻟﻠﺘﻌﻠﻴﻢ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﻣﻦ ﺗﺰﺍﻳﺪ ﻋﺪﺩ‬ ‫ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﺍﻟﱵ ﺗﻌﱢﻠﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﻨﻮﻳﻪ ﻫﻨﺎ ﺇﱃ ﺃ ﱠﻥ ﻫﺬﻩ ﺍﻟﺸﺮﻭﻁ ﺃﻗ ﱡﻞ ﺻﺮﺍﻣ ﹰﺔ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ‬ ‫ﺻﺔ‪ ،‬ﻭﻻ ﻳﻨﻄﺒﻖ ﻣﻌﻈﻤﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ‪ .‬ﻭﺗـﺨﺘﻠﻒ ﻧﺴﺒﺔ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﺸﺮﻭﻁ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ‬ ‫ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺻﺔ ﺣﺴﺐ ﺍﻟـﻤﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳ ‪‬ﻲ ﻟﻠﻤﺪﺭﺳﺔ‪ ،‬ﻓﻨﺮﻯ ﺑﻌﺾ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎﺻﺔ ﻣﺜﻞ ﻣﺪﺍﺭﺱ "ﻧﻴﻮﻫﻮﺭﻳﺰﻥ" ﰲ ﻭﻻﻳﺔ‬ ‫ﺍﻟـﺨﺎ ‪‬‬ ‫ﺻ ﹲﺔ ﺫﺍﺕ ﺍ‪‬ﺗﺠﺎ ‪‬ﻩ ﺇﺳﻼﻣ ‪‬ﻲ ﺣﺎﺯﺕ ﻋﻠﻰ "ﻭﺳﺎﻡ ﺍﻟﺘﻤﻴ‪‬ﺰ ﺍﻷﺯﺭﻕ"‪ ،‬ﻋﻼﻣﺔ ﺍﻟـﺠﻮﺩﺓ ﻭﺍﻟﺘﻔ ‪‬ﻮﻕ ﰲ ﺍﻷﺩﺍﺀ‪،‬‬ ‫ﻛﻠﻴﻔﻮﺭﻧﻴﺎ‪ ،‬ﻭﻫﻲ ﻣﺪﺭﺳ ﹲﺔ ﺧﺎ ‪‬‬ ‫ﺻﺔ‬ ‫ﺗﺸﺘﺮﻁ ﺃﻥ ﻳﺘﻮﱠﻓﺮ ﰲ ﻫﻴﺌﺘﻬﺎ ﺍﻟﺘﻌﻠﻴﻤ‪‬ﻴﺔ ﺍﻟﻜﻔﺎﺀﺍﺕ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﺗﺘﻮﱠﻓﺮ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﻌﺎ ‪‬ﻣﺔ‪ ،‬ﻭﺗﻌﻤﻞ ﺇﺩﺍﺭﺓ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺟﺎﻫﺪ ﹰﺓ ﻋﻠﻰ ﺇﺷﺮﺍﻙ ﻣﻌﱢﻠﻤﻴﻬﺎ ﻭﻣﻌﻠﻤﺎﺗـﻬﺎ ﰲ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒ‪‬ﻴﺔ ﻭﺍﻟـﻤﺆﺗـﻤﺮﺍﺕ ﺍﻟـﻤﺨﺘﻠﻔﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺃﻣﺜﻠ ﹲﺔ ﺃﺧﺮﻯ ﻟـﻤﺪﺍﺭﺱ‬ ‫ﺻﺔ ﻋﻠﻰ ﻗﺪ ﹴﺭ ﻛﺒ ﹴﲑ ﻣﻦ ﺍﻟـﺠﻮﺩﺓ ﻭﺍﻷﺩﺍﺀ‪.‬‬ ‫ﺧﺎ ‪‬‬ ‫ﻭﻣﻦ ﺍﻟـﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﻫﻨﺎ ﺃ ﱠﻥ )‪ (%90‬ﻣﻦ ﺍﻟـﻤﺸﺎﺭﻛﲔ ﺑﺪﻭﺭﺍﺕ )ﺳﺘﺎﺭﻃﺎﻙ ﻟﻌﺎﻡ ‪2008‬ﻡ( ﻗﺎﻟﻮﺍ ﺇ‪‬ﻧﻬﻢ ﻳﺮﻏﺒﻮﻥ ﺑﺎﻟـﺤﺼﻮﻝ‬ ‫ﻋﻠﻰ ﺗﺮﺧﻴ ﹴ‬ ‫ﺺ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪ ،‬ﻟﻜ ‪‬ﻦ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﺗﻨﺎﻗﺼﺖ ﺑـﻤﻌ ‪‬ﺪﻝ )‪ (%13‬ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ‬ ‫ﺍﻟﺪﻭﺭﺍﺕ‪ .‬ﻭﺃﻋﺘﻘﺪ ﺃ ﱠﻥ ﻫﺬﺍ ﺍﻟﻨﻘﺼﺎﻥ ﰲ ﻧﺴﺒﺔ ﺍﻟـﻤﻬﺘ ‪‬ﻤﲔ ﺑﺎﻟـﺤﺼﻮﻝ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﺍﻟﺘﺮﺧﻴﺺ ﻳﻌﻮﺩ ﺇﱃ ﺇﺩﺭﺍﻛﻬﻢ ﺻﻌﻮﺑﺔ ﺗﻮﺍﻓﺮ‬ ‫ﺍﻟﺸﺮﻭﻁ ﺍﻟﺼﺎﺭﻣﺔ ﺍﻟﱵ ﻳـﺤﺘﺎﺟﻬﺎ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﺮﺧﻴﺺ‪.‬‬ ‫ﺕ ﺃﺩﺭﺟﺘﻬﺎ ﺩﺭﺍﺳ ﹲﺔ ﺃﺧﺮﻯ ﻗﺎﻣﺖ ﺑـﻬﺎ "ﺭﺍﺑﻄﺔ ﻣﻌﱢﻠﻤﻲ ﺍﻟﺮﻭﺿﺔ ﺇﱃ ﺍﻟﺜﺎﱐ ﻋﺸﺮ" )ﻗﲑ‪ ،‬ﻛﻴﺘﻠﻲ‪ ،‬ﺟﺎﻧﺴﺘﻮﻥ‪-21 ،‬‬ ‫ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﻣﻌﻠﻮﻣﺎ ‪‬‬ ‫‪ 23‬ﺗﺸﺮﻳﻦ ﺍﻟﺜﺎﱐ ‪/‬ﻧﻮﻓﻤﱪ ﻋﺎﻡ ‪ (2008‬ﺃ ﱠﻥ ﻋﺪﺩ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﻭﻏﲑ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﺍﻟﱵ ﺗﻌﱢﻠﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺑﻠﻎ )‪(220‬‬ ‫ﻣﺪﺭﺳ ﹰﺔ‪ ،‬ﺷﺎﺭﻙ ﰲ ﺍﻟﺪﺭﺍﺳﺔ )‪ (187‬ﻣﺪﺭﺳ ﹰﺔ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺍﺭﺱ‪.‬‬

‫ﱐ ﺭﻗﻢ )‪(4‬‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎ ﱡ‬ ‫ﺻ ﹰﺔ )‪ (57) ،(%59‬ﻣﺪﺭﺳ ﹰﺔ ﺣﻜﻮﻣ‪‬ﻴ ﹰﺔ‬ ‫ﱐ ﺭﻗﻢ )‪ (4‬ﺃ ﱠﻥ ﻫﺬﻩ ﺍﻟـﻤﺪﺍﺭﺱ ﻣﻮ ‪‬ﺯﻋ ﹲﺔ ﻛﻤﺎ ﻳﻠﻲ‪ (111) :‬ﻣﺪﺭﺳ ﹰﺔ ﺧﺎ ‪‬‬ ‫ﻭ‪‬ﻳﺒ‪‬ﻴﻦ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎ ﱡ‬ ‫ﺻ ﹲﺔ ﻣﺴﺘﻘﱠﻠ ﹲﺔ )‪ ،(%1‬ﻭ)‪ (13‬ﻣﺪﺭﺳ ﹰﺔ ﻟـﻢ ﺗﺪﺭﺝ ﻃﺒﻴﻌﺘﻬﺎ ﰲ‬ ‫)‪ (5) ،(%30‬ﻣﺪﺍﺭﺱ ﻋﺎ ‪‬ﻣﺔ ﻣﺴﺘﻘﻠ ‪‬ﺔ )‪ ،(%3‬ﻣﺪﺭﺳ ﹲﺔ ﻭﺍﺣﺪﹲﺓ ﺧﺎ ‪‬‬ ‫ﺍﻻﺳﺘﺒﻴﺎﻥ )‪ .(%7‬ﻭﺗﺘﻮ ‪‬ﺯﻉ ﻫﺬﻩ ﺍﻟـﻤﺪﺍﺭﺱ ﻋﻠﻰ )‪ (32‬ﻭﻻﻳﺔ ﻣﻦ ﺃﺻﻞ )‪ (50‬ﻭﻻﻳﺔ‪ .‬ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟـﻤﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ ﺗﺮﺗﻴﺐ‬ ‫ﺻﺔ ﺍﻟﱵ ﺗﺪ ‪‬ﺭﺱ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺗﻨﺎﺯﻟ‪‬ﻴﹰﺎ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺍﻟﱵ ﺗـﺤﻈﻰ ﺑﺄﻛﱪ ﻋﺪ ‪‬ﺩ ﻣﻦ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﻭﺍﻟـﺨﺎ ‪‬‬ ‫‪ (1‬ﻣﻴﺸﻴﻐﺎﻥ‬ ‫‪ (2‬ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‬ ‫‪ (3‬ﺗﻜﺴﺎﺱ‬ ‫‪ (4‬ﻧﻴﻮﻳﻮﺭﻙ‬ ‫‪ (5‬ﻓﲑﺟﻴﻨﻴﺎ‬ ‫‪(6‬ﻛﻴﻨﺎﺗﻴﻜﺖ‬ ‫‪ (7‬ﺇﻟﻴﻨﻮﻱ‬ ‫‪ (8‬ﻣﺮﻳﻼﻧﺪ‬ ‫‪ (9‬ﻓﻠﻮﺭﻳﺪﺍ‬ ‫‪ (10‬ﻧﻴﻮﺟﲑﺯﻱ‬ ‫ﻭﺗ‪‬ﺪ ﹺﺭﺝ ﺍﻟﺪﺭﺍﺳﺔ ﻋﺪﺩ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﻌﺎ ‪‬ﻣﺔ )‪ (6172‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒ ﹰﺔ‪ ،‬ﰲ ﺣﲔ ﻳﺼﻞ ﻋﺪﺩ ﺍﻟﺬﻳﻦ‬ ‫ﺻﺔ ﺇﱃ )‪ (11632‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒ ﹰﺔ‪.‬‬ ‫ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻓﻴﻬﺎ ﺃﻋﻠﻰ ﺑﻜﺜ ﹴﲑ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﱵ‬ ‫ﻭﻣﻦ ﺍﻟـﻤﺆ ﱠﻛﺪ ﺃ ﱠﻥ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎﺻﺔ ﻭﻋﺪﺩ ﺍﻟﻄ ﹼ‬ ‫ﺻﺔ ﰲ‬ ‫ﺃﺩﺭﺟﺘﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟـﻤﺜﺎﻝ ﻳﺪﺭﺝ ﻣﻮﻗﻊ "ﺭﺍﺑﻄﺔ ﻣﻌﻠﱢﻤﻲ ﺍﻟﺮﻭﺿﺔ ﺇﱃ ﺍﻟﺜﺎﱐ ﻋﺸﺮ" ﺃﺳـﻤﺎﺀ ﺛﻼﺙ ﻣﺪﺍﺭﺱ ﺧﺎ ‪‬‬ ‫ﺻ ﹰﺔ ﺗﺪ ‪‬ﺭﺱ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺔ‪ ،‬ﻫﺬﺍ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‬ ‫ﺇﻟﻴﻨﻮﻱ ﻓﺤﺴﺐ‪ ،‬ﻣﻊ ﺍﻟﻌﻠﻢ ﺃ ﱠﻥ ﻫﻨﺎﻙ ﺇﺣﺪﻯ ﻋﺸﺮ ﻣﺪﺭﺳ ﹰﺔ ﺧﺎ ‪‬‬

‫ﺻﺔ ﺃﻭ ﺍﻟـﺠﻮﺍﻣﻊ ﻭﺍﻟﻜﻨﺎﺋﺲ ﰲ ﺷﻴﻜﺎﻏﻮ ﻭﺿﻮﺍﺣﻴﻬﺎ‪.‬‬ ‫ﺍﻟﱵ ﺗﻌﻘﺪ ﺧﻼﻝ ﻋﻄﻠﺔ ﻧـﻬﺎﻳﺔ ﺍﻷﺳﺒﻮﻉ ﻭﺍﻟﱵ ﺗﺪﻳﺮﻫﺎ ﺑﻌﺾ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺐ ﻭﻃﺎﻟﺒ ‪‬ﺔ‪ .‬ﻛﻤﺎ ﺗﻘﻮﻡ ﺑﻌﺾ ﺍﻟـﺠﻤﻌ‪‬ﻴﺎﺕ ﻏﲑ‬ ‫ﻭﻳﺰﻳﺪ ﻋﺪﺩ ﺍﻟـﻤﻠﺘﺤﻘﲔ ﺑـﻬﺬﻩ ﺍﻟﱪﺍﻣﺞ ﰲ ﺑﻌﺾ ﺍﻟـﺤﺎﻻﺕ ﻋﻦ )‪ (600‬ﻃﺎﻟ ﹴ‬ ‫ﺍﻟﺮﺑـﺤ‪‬ﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺷﻴﻜﺎﻏﻮ ﻣﺜﻞ "ﺟـﻤﻌﻴﺔ ﺍﻟـﻤﺮﺃﺓ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ "،‬ﻭﻣﺆ ‪‬ﺳﺴﺔ "ﺗﺮﺍﺙ" ﺍﻟﺜﻘﺎﻓ‪‬ﻴﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺃﻳﻀﹰﺎ‪ .‬ﻭﻻ‬ ‫ﺗﺸﻤﻞ ﺍﻟﺪﺭﺍﺳﺔ ﺳﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﺃ‪‬ﻳﹰﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ‪.‬‬ ‫ﺻﻞ ﺇﱃ‬ ‫ﺏ ﻋﺪﻳﺪ ‪‬ﺓ ﺫﻛﺮﻫﺎ ﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺔ ﺧﻼﻝ ﻋﺮﺿﻬﺎ؛ ﻭﻣﻨﻬﺎ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻮ ‪‬‬ ‫ﻭﺭﻏﻢ ﺍﻓﺘﻘﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻠﺪﹼﻗﺔ ﻷﺳﺒﺎ ﹴ‬ ‫ﺕ ﺗﻌﻜﺲ ﻣﺎ ﻳﺪﻭﺭ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪ .‬ﻭﻓﻴﻤﺎ ﻳﻠﻲ‬ ‫ﺻﺔ‪ ،‬ﺇ ﱠﻻ ﺃ‪‬ﻧﻬﺎ ﻣﺒﺎﺩﺭ ﹲﺓ ﺟ‪‬ﻴﺪ ﹲﺓ‪ ،‬ﻭﺗﻘ ‪‬ﺪﻡ ﻣﻌﻠﻮﻣﺎ ‪‬‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟـﻤﺘﻌﱢﻠﻘﺔ ﺑﺎﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺑﻌﺾ ﻫﺬﻩ ﺍﻟـﻤﻌﻠﻮﻣﺎﺕ ﺍﻟـﻤﻔﻴﺪﺓ ﻭﺗﻔﺴﲑﺍﺕ ﻟـﻬﺎ‪.‬‬ ‫ﺻﺔ ﺍﻟﱵ ﺗﺪ ‪‬ﺭﺱ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋ‪‬ﻴﺔ ﻭﺍﻟـﻤﺘﻮ ‪‬ﺳﻄﺔ ﻳﺰﻳﺪ ﻋﻦ ﻋﺪﺩ‬ ‫‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺃ ﱠﻥ ﻋﺪﺩ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺻﺔ ﻻ ﺗﺘﻌ ‪‬ﺪﻯ ﺍﻟـﻤﺮﺣﻠﺔ‬ ‫ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﱵ ﺗﺪ ‪‬ﺭﺱ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ‪ .‬ﻭﻫﺬﺍ ﺻﺤﻴ ‪‬ﺢ ﻷ ﱠﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺍﻟـﻤﺘﻮ ‪‬ﺳﻄﺔ‪ .‬ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻳﻀﹰﺎ ﺃ ﱠﻥ ﻋﺪﺩ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﺍﻟﱵ ﺗﺪ ‪‬ﺭﺱ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺃﻛﱪ ﰲ ﺍﻟـﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ ﻣﻨﻪ ﰲ‬ ‫ﺍﻟـﻤﺮﺣﻠﺘﲔ ﺍﻟـﻤﺘﻮ ‪‬ﺳﻄﺔ ﻭﺍﻻﺑﺘﺪﺍﺋ‪‬ﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﻮﺍﻗﻊ ﻷ ﱠﻥ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ ﺃﻛﺜﺮ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ‬ ‫ﻣﻨﻪ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﻭﺍﻹﻋﺪﺍﺩﻳﺔ ﺣﻴﺚ ﺗ‪‬ﻌﺘﱪ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰲ ﺍﻟﻐﺎﻟﺐ ﻣﺮﺣﻠ ﹰﺔ ﺗـﺤﻀﲑ‪‬ﻳ ﹰﺔ ﻟﻼﻟﺘﺤﺎﻕ ﺑﺎﻟـﻤﻌﺎﻫﺪ ﻭﺍﻟـﺠﺎﻣﻌﺎﺕ‪.‬‬ ‫ﻭﻗﺪ ﻧﺮﻯ ﺍﺯﺩﻳﺎﺩﹰﺍ ﰲ ﻧﺴﺒﺔ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋ‪‬ﻴﺔ ﻭﺍﻹﻋﺪﺍﺩ‪‬ﻳﺔ ﺍﻟﱵ ﺗﻌﱢﻠﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺴﺘﻘﺒﻞ ﺍﻟﻘﺮﻳﺐ‪ ،‬ﻭﺫﻟﻚ ﻷ ﱠﻥ ﺍﻟـﺤﻜﻮﻣﺔ‬ ‫ﱴ ﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ‪.‬‬ ‫ﺠﻊ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟـﺤﺎﱄ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺟـﻤﻴﻊ ﺍﻟـﻤﺮﺍﺣﻞ ﻣﻦ ﺍﻻﺑﺘﺪﺍﺋ‪‬ﻴﺔ ﺣ ‪‬‬ ‫ﺍﳌﺮﻛﺰ‪‬ﻳﺔ ﺗﺸ ‪‬‬ ‫ﻼﺏ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ‬ ‫ﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺇﱃ ﻣـﺠﻤﻮﻉ ﻋﺪﺩ ﺍﻟﻄ ﹼ‬ ‫ﺿﺢ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻳﻀﹰﺎ ﺃ ﱠﻥ ﻧﺴﺒﺔ ﻋﺪﺩ ﺍﻟﻄ ﹼ‬ ‫ﻭﺗﻮ ‪‬‬ ‫ﺻﺔ ﰲ ﺍﻟﻐﺎﻟﺐ ﺗﺪ ‪‬ﺭﺱ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‬ ‫ﺻﺔ ﺃﻛﱪ ﺑﻜﺜ ﹴﲑ ﻣﻦ ﻧﺴﺒﺘﻬﻢ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻷ ﱠﻥ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺍﻟـﺨﺎ ‪‬‬ ‫ﻟـﺠﻤﻴﻊ ﻃﻼﺑـﻬﺎ ﻛﻤﺎ ‪‬ﺩ ‪‬ﺓ ﺇﺟﺒﺎﺭ‪‬ﻳ ‪‬ﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻌﺮﺿﻬﺎ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﻌﺎ ‪‬ﻣﺔ ﻛﻤﺎ ‪‬ﺩ ‪‬ﺓ ﺍﺧﺘﻴﺎﺭ‪‬ﻳﺔ‪ ،‬ﻻﺳﻴ‪‬ﻤﺎ ﰲ ﺍﻟـﻤﺮﺍﺣﻞ ﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ‪ .‬ﻭﻟﺬﻟﻚ ﻓﺄ ﱠﻥ‬ ‫ﺻﺔ ﺃﻛﱪ ﳑﺎ ﻫﻲ ﻋﻠﻴﻪ ﰲ‬ ‫ﻼﺏ ﺍﻟﻜﻠﹼﻲ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺇﱃ ﻣـﺠﻤﻮﻉ ﻋﺪﺩ ﺍﻟﻄ ﹼ‬ ‫ﻧﺴﺒﺔ ﻋﺪﺩ ﺍﻟﻄ ﹼ‬ ‫ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﻌﺎ ‪‬ﻣﺔ‪ ،‬ﻷ ﱠﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﺗﻜﻮﻥ ﺇﺟﺒﺎﺭ‪‬ﻳ ﹰﺔ ﰲ ﺍﻷﻭﱃ‪ ،‬ﺃ ‪‬ﻣﺎ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻬﻲ ﺍﺧﺘﻴﺎﺭ‪‬ﻳﺔ‪.‬‬ ‫ﺻﺔ ﺍﻟﱵ ﺗﻌﱢﻠﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺇﱃ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﺍﻟﱵ ﺗﻌﱢﻠﻤﻬﺎ ﻭﺍﻗﻊ ﺍﻟﻮﻻﻳﺔ ﻣﻦ ﺣﻴﺚ‬ ‫ﻭﺗﻌﻜﺲ ﻧﺴﺒﺔ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺻﺮﺍﻣﺔ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﱵ ﺗـﺤﻜﻢ ﻋﻤﻠ‪‬ﻴﺔ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﺼﺪﻳﻖ ﻭﻣﻨﺢ ﺇﺟﺎﺯﺓ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺟﻨﺒ‪‬ﻴﺔ ﰲ ﺗﻠﻚ ﺍﻟﻮﻻﻳﺔ‪ ،‬ﻭﻣﺪﻯ ﺗﻄ ‪‬ﻮﺭ‬ ‫ﺍﻵﻟﻴﺎﺕ ﻭﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻡ ﺗﻮﱡﻓﺮﻫﺎ ﻟـﻤﻨﺢ ﻣﺜﻞ ﻫﺬﻩ ﺍﻹﺟﺎﺯﺓ‪ .‬ﻭﺗﺘﻀ ‪‬ﻤﻦ ﻫﺬﻩ ﺍﻟﺸﺮﻭﻁ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﺬﻛﺮ‪ ،‬ﻭﻟﻴﺲ ﺍﻟـﺤﺼﺮ‪ ،‬ﺗﻮﱡﻓﺮ‬ ‫ﺡ ﻣﻦ ﻗﺒﻞ ﺍﳌﺘﻘﺪﻣﲔ ﺑﻄﻠﺐ ﺗﺮﺧﻴﺺ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ‬ ‫ﺍﻣﺘﺤﺎﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺍﳌﻌﺘﻤﺪ ﻣﻦ ﻗﺒﻞ ﺍﻟﻮﻻﻳﺔ ﻭﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺍﺟﺘﻴﺎﺯﻩ ﺑﻨﺠﺎ ﹴ‬ ‫ﺤﺪ‪‬ﺩ ﻫﺬﻩ ﺍﻟﺸﺮﻭﻁ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻮﻻﻳﺔ ﻻ ﺍﻟﺪﻭﻟﺔ‪.‬‬ ‫ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‪ .‬ﻭ‪‬ﺗ ‪‬‬ ‫ﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎﺻﺔ ﻳﺘﺤ ‪‬ﺪﺛﻮﻧـﻬﺎ ﰲ‬ ‫ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻳﻀﹰﺎ ﺃ ﱠﻥ ﺃﻛﱪ ﻧﺴﺒ ‪‬ﺔ ﻣﻦ ﺍﻟﻄ ﹼ‬ ‫ﺍﻟﺒﻴﺖ‪ ،‬ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺃ ﱠﻥ ﻋﺪﺩﹰﺍ ﻣﻘﺎﺭﺑﹰﺎ ﻟـﻬﺆﻻﺀ ﻗﺎﻟﻮﺍ ﺇ ﱠﻥ ﻟﻐﺔ ﺍﻟﺒﻴﺖ ﻋﻨﺪﻫﻢ ﻫﻲ ﺍﻟﱡﻠﻐﺔ ﺍﻷﻭﺭﺩ‪‬ﻳﺔ‪ ،‬ﻭﺗﻼ ﺫﻟﻚ ﺍﻟـﻤﺘﺤ ‪‬ﺪﺛﻮﻥ ﺑﺎﻟﱡﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰ‪‬ﻳﺔ‪.‬‬ ‫ﺠﻠﻮﻥ ﺃﺑﻨﺎﺀﻫﻢ ﻭﺑﻨﺎﺗـﻬﻢ ﰲ‬ ‫ﻭﻣﻦ ﺍﻟـﻤﻌﺮﻭﻑ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤ‪‬ﺘﺤﺪﺓ ﺃ ﱠﻥ ﻋﺪﺩﹰﺍ ﻛﺒﲑﹰﺍ ﻣﻦ ﺍﻟﺒﺎﻛﺴﺘﺎﻧ‪‬ﻴﲔ ﻭﺍﻟـﻬﻨﻮﺩ ﺍﻟـﻤﺴﻠﻤﲔ ﻳﺴ ‪‬‬ ‫ﺻﺔ‪ ،‬ﻭﺃ ﱠﻥ ﻋﺪﺩﹰﺍ ﻻ ﺑﺄﺱ ﺑﻪ ﻣﻦ ﻫﺬﻩ ﺍﻟـﻤﺪﺍﺭﺱ ‪‬ﺗﺪﺍﺭ ﻭ‪‬ﺗﻤ ‪‬ﻮﻝ ﻣﻦ ﻗﺒﻞ ﺑﺎﻛﺴﺘﺎﻧ‪‬ﻴﲔ ﻭﻫﻨﻮ ‪‬ﺩ ﻣﺴﻠﻤﲔ‬ ‫ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻹﺳﻼﻣ‪‬ﻴﺔ ﺍﻟـﺨﺎ ‪‬‬ ‫ﻭﺗﺪﺭﺱ ﺍﻟﻘﺮﺁﻥ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻻ ﺗﻜﺸﻒ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟـﺠﺬﻭﺭ ﺍﻟﱡﻠﻐﻮ‪‬ﻳﺔ ﻟﻠﺪﺍﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻳﺘﺤ ‪‬ﺪﺛﻮﻥ ﺍﻟﱡﻠﻐﺔ‬ ‫ﺍﻹﻧﻜﻠﻴﺰ‪‬ﻳﺔ ﰲ ﺍﻟﺒﻴﺖ‪ ،‬ﻭﻟﺬﻟﻚ ﻻ ﻧﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺑﻌﻀﻬﻢ ﻣﻦ ﺃﺻﻮ ﹴﻝ ﻋﺮﺑ‪‬ﻴﺔ ﺃﻡ ﻻ‪ .‬ﺃ ‪‬ﻣﺎ ﺑﻌﺾ ﺍﻟﱡﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺫﻛﺮ‬

‫ﺍﻟـﻤﺸﺎﺭﻛﻮﻥ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺃ‪‬ﻧﻬﻢ ﻳﺴﺘﻌﻤﻠﻮﻧـﻬﺎ ﰲ ﺍﻟﺒﻴﺖ ﻓﻬﻲ‪) :‬ﺍﻟﺘﺮﻛ‪‬ﻴﺔ‪ ،‬ﻭﺍﻟﺼﻮﻣﺎﻟ‪‬ﻴﺔ‪ ،‬ﻭﺍﻟﺒﻨﻐﺎﻟ‪‬ﻴﺔ‪ ،‬ﻭﺍﻹﺳﺒﺎﻧ‪‬ﻴﺔ‪ ،‬ﻭﺍﻷﺫﺭﺑﻴﺠﺎﻧ‪‬ﻴﺔ ‪،‬‬ ‫ﻭﺍﻟﻔﺎﺭﺳ‪‬ﻴﺔ(‪ ،‬ﻭﻟﻐﺎﺕ ﻋﺪﻳﺪﺓ ﺃﺧﺮﻯ‪.‬‬ ‫ﻭ‪‬ﺗﺒ‪‬ﻴﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻳﻀﹰﺎ ﺃ ﱠﻥ ﻋﺪﺩ ﺍﻟـﻤﺪ ‪‬ﺭﺳﲔ ﺍﻟـﻤﺆ ‪‬ﻫﻠﲔ ﻭﺍﻟـﻤﺮ ‪‬ﺧﺼﲔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻣﻦ ﻗﺒﻞ‬ ‫ﺻﺔ‪ .‬ﻓﺎﻟﺪﺍﺭﺳﺔ ﺗﺒ‪‬ﻴﻦ ﻛﻤﺎ‬ ‫ﺼ ‪‬ﺔ ﺃﻛﱪ ﺑﻜﺜ ﹴﲑ ﻣﻦ ﻋﺪﺩ ﺍﻟـﻤﺆ ‪‬ﻫﻠﲔ ﻭﺍﻟـﻤﺮ ‪‬ﺧﺼﲔ ﻟﺘﺪﺭﻳﺴﻬﺎ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺕ ﺃﻣﺮﻳﻜ‪‬ﻴ ‪‬ﺔ ﻣـﺨﺘ ‪‬‬ ‫ﺟﻬﺎ ‪‬‬ ‫ﻫﻮ ﻭﺍﺿ ‪‬ﺢ ﰲ ﺍﻟـﺠﺪﻭﻝ ﺍﻟﺘﺎﱄ )ﺍﳉﺪﻭﻝ ﺍﻟﺒﻴﺎﱐ ﺭﻗﻢ ‪ (1‬ﺃ ﱠﻥ ﺍﺛﻨﲔ ﻓﻘﻂ ﻣﻦ ﺃﺻﻞ )‪ (18‬ﻣﺪ ‪‬ﺭﺳﹰﺎ ﻭﻣﺪ ‪‬ﺭﺳ ﹰﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‬ ‫ﻁ‪ ،‬ﺑﻴﻨﻤﺎ )‪ (31‬ﻣﻦ ﺃﺻﻞ )‪ (41‬ﻣﺪ ‪‬ﺭﺳﹰﺎ ﻭﻣﺪ ‪‬ﺭﺳ ﹰﺔ‬ ‫ﺷﺎﺭﻛﻮﺍ ﰲ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻏﲑ ﻣﺮ ‪‬ﺧﺼﲔ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﻭﺛﻼﺛ ﹰﺔ ﻣﺮ ‪‬ﺧﺼﲔ ﺟﺰﺋ‪‬ﻴﹰﺎ ﺃﻭ ﺑﺸﺮﻭ ‪‬‬ ‫ﺻﺔ ﻟﻴﺴﻮﺍ ﻣﺮﺧ‪‬ﺼﲔ ﻟﻠﺘﻌﻠﻴﻢ‪ ،‬ﻭﺃ ﱠﻥ ﺧـﻤﺴ ﹰﺔ ﻓﻘﻂ ﻣﺆﻫ‪‬ﻠﻮﻥ ﻭﻣﺮﺧ‪‬ﺼﻮﻥ‪ ،‬ﻭﺧـﻤﺴ ﹰﺔ ﻣﺮﺧ‪‬ﺼﻮﻥ ﺗﺮﺧﻴﺼﹰﺎ ﺟﺰﺋ‪‬ﻴﹰﺎ‪.‬‬ ‫ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﻧﻮﻉ‬

‫ﻋﺪﺩ‬

‫ﺱ‬ ‫ﻣﺪﺭ‪ ‬‬

‫ﺺ‬ ‫ﺱ ﻣﺮﺧ‪ ‬‬ ‫ﻣﺪﺭ‪ ‬‬

‫ﺱ‬ ‫ﻣﺪﺭ‪ ‬‬

‫ﺍﻟـﻤﺪﺭﺳﺔ‬

‫ﺍﻟـﻤﺪﺭ‪‬ﺳﲔ‬

‫ﺺ‬ ‫ﻣﺮﺧ‪ ‬‬

‫ﺟﺰﺋﻴ‪‬ﹰﺎ‬

‫ﻏﲑ‬

‫ﻣﺪﺍﺭﺱ‬

‫‪18‬‬

‫‪13‬‬

‫‪3‬‬

‫ﺺ‬ ‫ﻣﺮﺧ‪ ‬ﹴ‬ ‫‪2‬‬

‫ﺣﻜﻮﻣ‪‬ﻴ ﹲﺔ‬ ‫ﻣﺪﺍﺭﺱ‬

‫‪41‬‬

‫‪5‬‬

‫‪5‬‬

‫‪31‬‬

‫ﺧﺎﺻ‪ ‬ﹲﺔ‬

‫ﱐ ﺭﻗﻢ )‪(1‬‬ ‫ﺍﻟـﺠﺪﻭﻝ ﺍﻟﺒﻴﺎ ﱡ‬ ‫ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟـﻤﻔﻴﺪ ﻫﻨﺎ ﺃﻥ ﻧﺬﻛﺮ ﺃ ﱠﻥ ﺍﻟـﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﺮﺧﻴﺺ ﺍﻟﺮﺳـﻤ ‪‬ﻲ ﻟﻠﺘﺪﺭﻳﺲ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‬ ‫ﻳﺘﻄﱠﻠﺐ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫
ﺍﻟـﺤﺼﻮﻝ ﻋﻠﻰ ﻋﺪ ‪‬ﺩ ﻣﻌ‪‬ﻴ ﹴﻦ ﻣﻦ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺪﺭﺍﺳ‪‬ﻴﺔ ﰲ ﻣـﺠﺎﻝ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻭﺛﻘﺎﻓﺘﻬﺎ ﻭﻃﺮﺍﺋﻖ ﺗﻌﻠﻴﻤﻬﺎ‪.‬‬ ‫ﺕ ﺃﺳﺎﺳ‪‬ﻴﺔ ﻣﻦ ﺿﻤﻨﻬﺎ ﺍﻟﺮﻳﺎﺿ‪‬ﻴﺎﺕ‪ ،‬ﻭﺍﻟﱡﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰ‪‬ﻳﺔ‪.‬‬ ‫
ﺍﺟﺘﻴﺎﺯ ﺍﻣﺘﺤﺎﻥ ﻣﻬﺎﺭﺍ ‪‬‬ ‫
ﺍﺟﺘﻴﺎﺯ ﺍﻣﺘﺤﺎﻥ ﻣﺎ ‪‬ﺩﺓ )ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ( ﻭﺍﻟﺬﻱ ﻳﺘﻀ ‪‬ﻤﻦ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗـﺤﺪﻳﺪ ﻣﻬﺎﺭﺍﺕ ﺍﻟـﻤﻌﱢﻠﻢ ﺃﻭ ﺍﻟـﻤﻌﱢﻠﻤﺔ ﺍﻟﱡﻠﻐﻮ‪‬ﻳﺔ ﰲ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﺘﺤ ‪‬ﺪﺕ‪ ،‬ﺑﻨﻮﺩﹰﺍ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻮﻇﻴﻒ ﻃﺮﺍﺋﻖ ﺗﻌﻠﻴ ﹴﻢ ﻭﺗﻘﻴﻴ ﹴﻢ ﺗﺮﺑﻮ‪‬ﻳ ‪‬ﺔ ﻣﻼﺋﻤ ‪‬ﺔ ﻟﻄﺒﻴﻌﺔ‬ ‫ﺍﻟـﻤﺎ ‪‬ﺩﺓ ﺍﻟﱵ ﺳﻴﺘ ‪‬ﻢ ﺗﺪﺭﻳﺴﻬﺎ‪.‬‬ ‫ﺺ ﻭﻗﺪﻳ ﹴﺮ‬ ‫ﺡ ﺗـﺤﺖ ﺇﺷﺮﺍﻑ ﻣﻌﱢﻠﻢ ﺃﻭ ﻣﻌﱢﻠﻤ ‪‬ﺔ ﻣﺮ ‪‬ﺧ ﹴ‬ ‫ﱐ ﺑﻨﺠﺎ ﹴ‬ ‫
ﺇﻧـﺠﺎﺯ ﻋﺪ ‪‬ﺩ ﻣـﺤ ‪‬ﺪ ‪‬ﺩ ﻣﻦ ﺳﺎﻋﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟـﻤﻴﺪﺍ ﱢ‬ ‫ﻭﻣ‪‬ﻌﺘﻤﺪ‪.‬‬ ‫ﺗﻄﻮﻳﺮ ﺍﻟﻜﻔﺎﺀﺍﺕ‬ ‫ﻳﻌﺰﻱ ﺍﻟـﻤﺴﺆﻭﻟﻮﻥ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤ‪‬ﻴﺔ‪ ،‬ﻻﺳﻴ‪‬ﻤﺎ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ‪ ،‬ﺑﺸﻜ ﹴﻞ ﻋﺎ ‪‬ﻡ ﻋﺪﻡ ﺗـﺤ ‪‬ﻤﺴﻬﻢ ﻹﺩﺧﺎﻝ ﺗﻌﻠﻴﻢ‬ ‫ﺡ‪ ،‬ﻭﻣﻦ ﺃﻫـ ‪‬ﻤﻬﺎ‪:‬‬ ‫ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﻣﺪﺍﺭﺳﻬﻢ ﺇﱃ ﻋﻮﺍﻣﻞ ﻋﺪﻳﺪ ‪‬ﺓ ﺗـﺤ ‪‬ﺪ ﰲ ﻧﻈﺮﻫﻢ ﻣﻦ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﺑﻨﺠﺎ ﹴ‬ ‫ﺕ ﻣﺮ ‪‬ﺧﺼﲔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻛﻠﻐ ‪‬ﺔ ﺛﺎﻧﻴ ‪‬ﺔ ﰲ ﺍﻟﻮﻻﻳﺔ ﺍﻟﱵ ﻳﻘﻴﻤﻮﻥ ﻓﻴﻬﺎ‪.‬‬ ‫ ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﻌﱢﻠﻤﲔ ﻭﻣﻌﻠﻤﺎ ‪‬‬

‫ ﻧﺪﺭﺓ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳ‪‬ﻴﺔ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺍﻟﱵ ‪‬ﺗﻌﲎ ﺑﺘﻌﻠﻴﻢ ﻭﺗﺄﻫﻴﻞ ﻣﻌﱢﻠﻤﻲ ﻭﻣﻌﻠﻤﺎﺕ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪.‬‬ ‫ ﻋﺪﻡ ﺗﻮﱡﻓﺮ ﺍﻣﺘﺤﺎﻧﺎﺕ ﻭﺁﻟﻴﺎﺕ ﺗﺄﻫﻴﻞ ﻭﺗﺮﺧﻴﺺ ﻣﻌﱢﻠﻤﻲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﻣﻌﻈﻢ ﺍﻟﻮﻻﻳﺎﺕ‪ ،‬ﻭﻣﻦ ﺿﻤﻨﻬﺎ ﺍﻣﺘﺤﺎﻥ ﻣﻬﺎﺭﺍﺕ‬ ‫ﺺ ﻟﻠﺘﺪﺭﻳﺲ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ‬ ‫ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ .‬ﻭ‪‬ﻳ ‪‬ﻌ ‪‬ﺪ ﺍﻟﻨﺠﺎﺡ ﰲ ﻫﺬﺍ ﺍﻻﻣﺘﺤﺎﻥ ﺇﺣﺪﻯ ﺍﻟـﺨﻄﻮﺍﺕ ﺍﻟﻀﺮﻭﺭ‪‬ﻳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺗﺮﺧﻴ ﹴ‬ ‫ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﰲ ﻣﺮﺍﺣﻠﻬﺎ ﺍﻟـﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﱐ ﻟﺘﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻟﻨﺪﺭﺓ ﺍﻟـﻤﺪ ‪‬ﺭﺳﲔ ﺍﻟـﻤﺆ ‪‬ﻫﻠﲔ ﻭﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟﱵ ﺗﺪ ‪‬ﺭﺳﻬﺎ‪.‬‬ ‫ ﻋﺪﻡ ﺗﻮﱡﻓﺮ ﻓﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟـﻤﻴﺪﺍ ﱢ‬ ‫ ﻋﺪﻡ ﺗﻮﱡﻓﺮ ﻣﻨﺎﻫﺞ ﺳﻠﻴﻤ ‪‬ﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻣﻼﺋﻤ ‪‬ﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ ﻭﺍﻟـﻤﻀﻤﻮﻥ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪ ،‬ﻭﺑﻴﺌﺔ ﺍﻟﻄﺎﻟﺐ‬ ‫ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﰲ ﺍﻟـﻤﺤﻴﻂ ﺍﻷﻣﺮﻳﻜ ‪‬ﻲ‪.‬‬ ‫ ﻧﺪﺭﺓ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﺍﻟـﻤﻌﱢﻠﻤﲔ‪ ،‬ﻭﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺮﺍﺭ ﺑﺘﺄﻫﻴﻠﻬﻢ ﺣﺴﺐ ﻣﺘﻄﱠﻠﺒﺎﺕ ﻭﺷﺮﻭﻁ ﹸﻛ ﱢﻞ ﻭﺍﺣﺪ ‪‬ﺓ‬ ‫ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ‪.‬‬ ‫ﻼ ﺇ ﱠﻻ ﺃﻧ‪‬ﻬﺎ ﺗ‪‬ﺒﻴ‪‬ﻦ ﺿﺮﻭﺭﺓ ﺗﻄﻮﻳﺮ ﻭﺇﻧﺸﺎﺀ ﺑﺮﺍﻣﺞ ﺗﺄﻫﻴﻠ‪‬ﻴ ‪‬ﺔ‬ ‫ﺕ ﺃﻛﺜﺮ ﺗﻔﺼﻴ ﹰ‬ ‫ﻭﺭﻏﻢ ﺃ ﱠﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺗﻮﺿ‪‬ﺢ ﺍﻟـﺤﺎﺟﺔ ﻟﺪﺭﺍﺳﺎ ‪‬‬ ‫ﺕ‪ ،‬ﺗﺴﺎﻋﺪ ﺍﻟـﻤﻠﺘﺤﻖ ﺑـﻬﺎ ﻋﻠﻰ‬ ‫ﺕ ﻭﻣﻬﺎﺭﺍ ‪‬‬ ‫ﻣﻨﻬﺠ‪‬ﻴ ‪‬ﺔ ﻣﺪﺭﻭﺳ ‪‬ﺔ ﻭﻣﻌﺘﻤﺪ ‪‬ﺓ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﻮﻻﻳﺎﺕ‪ ،‬ﺍﻟﱵ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﺎ ﺗﻘ ‪‬ﺪﻣﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎ ‪‬‬ ‫ﺻﺔ‪ .‬ﻭﻳـﺤ‪‬ﺒﺬ ﺃﻥ ﺗﺸﺘﺮﻁ‬ ‫ﺍﻟـﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﺮﺧﻴﺺ ﺍﻟﻼﺯﻡ ﻟﺘﺪﺭﻳﺲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺤﻜﻮﻣ‪‬ﻴﺔ ﻭﺍﻟـﺨﺎ ‪‬‬ ‫ﺻﺔ ﺃﻥ ﻳـﺤﺼﻞ ﻣﻌﱢﻠﻤﻮ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻓﻴﻬﺎ ﻋﻠﻰ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﺮﺧﻴﺺ ﺃﺳﻮ ﹰﺓ ﺑـﻤﺎ ﺗﺘﻄﱠﻠﺒﻪ ﻣﻦ ﻣﺪ ‪‬ﺭﺳﻲ ﺍﻟﺮﻳﺎﺿ‪‬ﻴﺎﺕ ﺃﻭ‬ ‫ﺍﻟـﻤﺪﺍﺭﺱ ﺍﻟـﺨﺎ ‪‬‬ ‫ﺍﻟﻌﻠﻮﻡ ﺃﻭ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟـﻤﻮﺍﺩ‪.‬‬ ‫ﻭﺍﻟـﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﻫﻨﺎ ﺃ ﱠﻥ ﺻﺮﺍﻣﺔ ﺷﺮﻭﻁ ﺍﻟﺘﺄﻫﻴﻞ ﻭﺍﻟﺘﺮﺧﻴﺺ ﰲ ﺍﻟـﻤﺮﺍﺣﻞ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﺍﻟـﻤﺘﻮﺳ‪‬ﻄﺔ ﻭﺍﻟﺜﺎﻧﻮ‪‬ﻳﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻻ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﺬﻳﻦ ﻳﺪﺭ‪‬ﺳﻮﻥ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﰲ ﺍﻟـﻤﻌﺎﻫﺪ ﻭﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻟﱵ ﺗـﺨﻀﻊ ﻟﺸﺮﻭﻁ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﱵ‬ ‫ﺗـﺤ ‪‬ﺪﺩﻫﺎ ﹸﻛ ﱡﻞ ﺟﺎﻣﻌ ‪‬ﺔ ﻋﻠﻰ ﺣﺪﺓ‪ .‬ﻭﻟﻘﺪ ﺃ ‪‬ﺩﻯ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻭﺕ ﰲ ﺷﺮﻭﻁ ﺍﻟﺘﻌﻴﲔ‪ ،‬ﻭﺍﻟـﺤﺎﺟﺔ ﺍﻟـﻤﺎ ‪‬ﺳﺔ ﺇﱃ ﻣﻌﱢﻠﻤﻲ ﺍﻟﻠﻐ ‪‬ﺔ ﺍﻟﻌﺮﺑ‪‬ﻴ ‪‬ﺔ ﻧﺘﻴﺠﺔ‬ ‫ﺍﻹﻗﺒﺎﻝ ﺍﻟﻜﺒﲑ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟـﻤﺠﺎﻝ‪ ،‬ﺇﱃ ﺍﻟـﻤﺮﻭﻧﺔ ﻭﺍﻟﺘﺴﺎﻫﻞ ﰲ ﺷﺮﻭﻁ ﺗﻌﻴﲔ ﺍﻟـﻤﺤﺎﺿﺮﻳﻦ ﰲ ﺍﻟـﻤﻌﺎﻫﺪ ﻭﺍﻟـﺠﺎﻣﻌﺎﺕ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ‪،‬‬ ‫ﻻﺳﻴ‪‬ﻤﺎ ﻏﲑ ﺍﻟـﻤﺘﻔ ‪‬ﺮﻏﲔ ﻣﻨﻬﻢ ﻣـ ‪‬ﻤﺎ ﺃﱠﺛﺮ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻣﺴﺘﻮﻯ ﺍﻟـﻤﺘﻌﱢﻠﻤﲔ ﰲ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟـﻤﺆ ‪‬ﺳﺴﺎﺕ‪ .‬ﻭﺑـﻤﺎ ﺃ‪‬ﻧﻪ ﻗﺪ‬ ‫ﺗـ ‪‬ﻢ ﺗﻄﻮﻳﺮ ﻣﻌﺎﻳﲑ ﺣﺮﻓ‪‬ﻴﺔ ﻟـﻤﻌﱢﻠﻤﻲ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺗﻐ ﱢﻄﻲ ﺟـﻤﻴﻊ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﱵ ﻋﻠﻰ ﻣﻦ ﻳﺮﻳﺪ ﺍﺣﺘﺮﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﱡﻠﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻣﺮﺍﻋﺎﺗـﻬﺎ‬ ‫ﺱ ﻟﺘﺄﻫﻴﻞ ﻣﻌﻠﻤﻲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ ،‬ﻭﺍﻟﺘﺄﻛﱡﺪ‬ ‫)ﺍﻟﻌﺶ‪ ،‬ﺍﻟـﺨﻔﺎﻳﻔﻲ‪ ،‬ﺣـﻤ‪‬ﻮﺩ‪ ،(417-409 ،2006 ،‬ﻓﺈ ﱠﻥ ﺍﻷﺧﺬ ﺑـﻬﺬﻩ ﺍﻟـﻤﻌﺎﻳﲑ ﻛﺄﺳﺎ ﹴ‬ ‫ﻣﻦ ﺗﻮﻓﱡﺮ ﺍﻟـﻤﻌﺮﻓﺔ ﻭﺍﻟـﻤﻬﺎﺭﺍﺕ ﺍﻟـﻤﺪﺭﺟﺔ ﰲ ﺟـﻤﻴﻊ ﺑﻨﻮﺩﻫﺎ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﺳﻴﺴﺎﻫﻢ ﺑﺸﻜ ﹴﻞ ﻛﺒ ﹴﲑ ﰲ ﺗﻮﻓﲑ‬ ‫ﺕ ﺗﺪﺭﻳﺴ‪‬ﻴ ‪‬ﺔ ﻣﺆﻫ‪‬ﻠ ‪‬ﺔ ﺗﻔﻲ ﺑﺎﻟﻐﺮﺽ ﺍﻟـﻤﻄﻠﻮﺏ ﻣﻨﻬﺎ‪.‬‬ ‫ﻫﻴﺌﺎ ‪‬‬ ‫ﺍﳋﺘﺎﻡ‬ ‫ﻭﺍﻛﺐ ﺍﺯﺩﻳﺎﺩ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺗﻌﻠﱡﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﰲ ﺍﻟـﺠﺎﻣﻌﺎﺕ ﻭﺍﻟـﻤﻌﺎﻫﺪ ﻭﺍﻟـﻤﺪﺍﺭﺱ ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﺍﺯﺩﻳﺎﺩ ﺍﻟـﺤﺎﺟﺔ ﺇﱃ‬ ‫ﺱ ﻭﻛﻔﺎﺀﺓ‪ ،‬ﻭﺑﺮﺍﻣﺞ ﺟﺎﻣﻌ‪‬ﻴ ‪‬ﺔ ﺗ‪‬ﻌﲎ ﺑﺘﺄﻫﻴﻞ ﺍﻟـﻤﺨﺘﺼ‪‬ﲔ‪،‬‬ ‫ﺕ ﺗﺪﺭﻳﺒ‪‬ﻴ ‪‬ﺔ ﻭﺗﺄﻫﻴﻠ‪‬ﻴﺔ‪ ،‬ﻭﺍﻣﺘﺤﺎﻧﺎﺕ ﻗﻴﺎ ﹴ‬ ‫ﺕ ﻭﺃﺑـﺤﺎﺙ ﻭﻣﻨﺸﻮﺭﺍﺕ‪ ،‬ﻭﺩﻭﺭﺍ ‪‬‬ ‫ﺩﺭﺍﺳﺎ ‪‬‬ ‫ﺕ‬ ‫ﺕ ﻣﻬﻨﻴ‪‬ﺔ ﺗـﺤﺮﺹ ﻋﻠﻰ ﺗﻄﻮ‪‬ﺭ ﺣﻘﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ ﻋﻠﻰ ﺍﻟـﻤﺴﺘﻮﻯ ﺍﻟـﻤﺤﻠ ‪‬ﻲ ﻭﺍﻹﻗﻠﻴﻤ ‪‬ﻲ ﻭﺍﻟﻌﺎﻟـﻤﻲ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﻣﺆﺗـﻤﺮﺍ ‪‬‬ ‫ﻭﻣﺆﺳ‪‬ﺴﺎ ‪‬‬ ‫ﻳﺘ ‪‬ﻢ ﻓﻴﻬﺎ ﺍﻟﺘﺸﺎﻭﺭ ﻭﺗﺒﺎﺩﻝ ﺍﻟـﺨﱪﺍﺕ‪ ،‬ﻭﻧﺸﺮ ﺍﻟﻜﺘﺐ ﻭﺗﻄﻮﻳﺮ ﻭﺗﻌﻤﻴﻢ ﺍﻟـﻤﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤ‪‬ﻴﺔ ﺍﻟـﺤﺪﻳﺜﺔ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ‪.‬‬

‫ﻟﻘﺪ ﺳﺎﳘﺖ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺑﻴﻨﺖ ﺍﳊﺎﺟﺔ ﺍﳌﺎﺳﺔ‬ ‫ﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﻳﺘﻢ ﻋﻠﻰ ﺃﺳﺎﺳﻬﺎ ﻋﺮﺽ ﺣﻠﻮﻝ ﻋﻤﻠﻴﺔ ﻭﻣﻨﻬﺠﻴﺔ‪ .‬ﻭﻧﺄﻣﻞ ﺃﻥ ﺗﺴﺘﻤﺮ ﺟﻬﻮﺩ ﺍﻟﻌﺎﻣﻠﲔ ﺑﺎﳊﻘﻞ ﰲ ﺍﻟﻘﻴﺎﻡ‬ ‫ﲏ ﺍﻷﻭ‪‬ﻝ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‬ ‫ﲟﺰﻳﺪ ﻣﻦ ﺍﻷﲝﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻮﻓﲑ ﺍﻹﺣﺘﻴﺎﺟﺎﺕ‪ ،‬ﻭﻧﺮﺟﻮ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟـﻤﺆﺗـﻤﺮ ﺍﻟﻮﻃ ‪‬‬ ‫ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺟﺎﻣﻌﺔ ﺩﻳﺒﻮﻝ ﰲ ﺷﻴﻜﺎﻏﻮ ﺑﺈﻟﻴﻨﻮﻱ )‪ 15_13‬ﺣﺰﻳﺮﺍﻥ ‪ /‬ﻳﻮﻧﻴﻮ ﻋﺎﻡ ‪ ،(2008‬ﺍﻟﺬﻱ ﹸﻗﺪ‪‬ﻣﺖ ﺟـﻤﻴﻊ ﻣﺸﺎﺭﻛﺎﺗﻪ‬ ‫ﺑﺎﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ )ﻷﻭ‪‬ﻝ ﻣ ‪‬ﺮ ‪‬ﺓ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ(‪ ،‬ﻭﺍﻟﺬﻱ ﺍﻧﺒﺜﻘﺖ ﻋﻨﻪ ﺍﻟـﻤﻘﺎﻻﺕ ﺍﻟـﻤﻨﺸﻮﺭﺓ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﺣﺎﻓﺰﹰﺍ‬ ‫ﻟـﻤﺰﻳ ‪‬ﺪ ﻣﻦ ﺍﻟـﺠﻬﻮﺩ ﰲ ﻧﺸﺮ ﺍﻟـﻤﻘﺎﻻﺕ ﻭﺍﻷﺑـﺤﺎﺙ ﺍﻟـﻤﺘﻌﻠﱢﻘﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟـﻤﺘ‪‬ﺤﺪﺓ‬ ‫ﺍﻷﻣﺮﻳﻜ‪‬ﻴﺔ ﻭﺍﻟﺪﻭﻝ ﺍﻷﺧﺮﻯ‪ ،‬ﻟﺘﻌ ‪‬ﻢ ﺍﻟﻔﺎﺋﺪﺓ ﻭﻳﺘﻄﻮ‪‬ﺭ ﻣﻴﺪﺍﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪.‬‬

:‫ﺍﻟـﻤﺼﺎﺩﺭ‬ Alosh, Mahdi, Elkhafifi, Hussein M., and Hammoud, Salah-Dine (2006). Professional Standards for Teachers of Arabic. In Handbook for Arabic Language Teaching Professionals in the 21st Century. Edited by Kassem Wahba, Zeinab A, Taha, and Liz England. Lawrence Earlbaum Associates, Publishers 206 Mahwah, New Jersey. Belnap, R. Kirk (2006). A Profile of Students of Arabic in U.S. Universities. In Handbook for Arabic Language Teaching Professionals in the 21st Century. Edited by Kassem Wahba, Zeinab A, Taha, and Liz England. Lawrence Earlbaum Associates, Publishers 206 Mahwah, New Jersey. Belnap, R. Kirk (2008). If You Build It, They Will Come. In Linguistics in the Age of Globalization: Perspective on Arabic Language Teaching. Edited by Zainab Ibrahim, and Sanaa A. M. Maklouf. American University in Cairo Press; Cairo, Egypt. .‫ ﺃﺧﺒﺎﺭ ﺳﻮﻳﺴﺮﺍ ﰲ ﻋﺎﻟـﻢ ﺍﻟﻴﻮﻡ‬.(2007‫ ﺃﻛﺘﻮﺑﺮ‬/ ‫ﻝ‬‫ ﺗﺸﺮﻳﻦ ﺍﻷﻭ‬9) .‫ﻲ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺃﻣﺮﻳﻜﺎ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻷﻣﻦ ﺍﻟﻘﻮﻣ‬ http://www.swissinfo.ch/ara/front/detail.html?siteSect=105&sid=8223785&cKey=1191843198000&ty=st .‫ ﺛﻘﺎﻓﺔ ﻭﻓﻦ _ ﻣﻮﻗﻊ ﺍﻟـﺠﺰﻳﺮﺓ‬:‫ ﺍﻷﺧﺒﺎﺭ‬.(2009 ‫ ﻣﺎﺭﺱ‬/ ‫ ﺷﺒﺎﻁ‬19) .‫ﻴﺔ ﺗـﺤﺘ ﱡﻞ ﺍﻟـﻤﺮﺗﺒﺔ ﺍﻟﻌﺎﺷﺮﺓ ﺑﲔ ﺍﻟﻠﱡﻐﺎﺕ ﺍﻷﻛﺜﺮ ﺩﺭﺍﺳ ﹰﺔ ﺑﺄﻣﺮﻳﻜﺎ‬‫ﺍﻟﻌﺮﺑ‬ http://www.aljazeera.net/NR/exeres/9088B017-3643-41AF-8B9D-399B6FC37162.htm (‫ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ‬-2006) ‫ ﻣﻮﻗﻊ ﺳﺘﺎﺭﻃﺎﻙ‬/http://www.startalk.umd.edu Greer, M., Keatley C, and Johnson D. (2008). Arabic K-12 Survey Presentation. Paper presented at November 2008 American Council of Teachers of Foreign Languages Conference. Orlando, Florida. Available: http://www.arabick12.org/documents/Arabic%20K-12%20Survey%20Presentation-%20ACTFL08.pdf ____Survey of StarTalk Teachers for 2008 (summer 2008). Non-published survey conducted during summer 2008 for StarTalk by The National Foreign Language Center (NFLC), Maryland University. College Park, Maryland. Available by request from Catherine Ingold at: [email protected]