Transversal language skills in the school programs of the 4th year average: transfer of the Arabic language to the French language

Abstract

This research raises the issue of how to design and articulate the transversal linguistic competences in the Algerian educational programs precisely those of arabic and french languages in the fourth year classes of the middle school. These two linguistic
components constitute, in the Algerian educational system, the key elements of cognitive base predominantly linguistic.
The analysis grids, inspired from Bloom Taxonomy concerning cognitive categories for the study of learning objectives, helped to highlight the dysfunction in cognitive transfer operations between the two aforementioned languages, and that because of the
choices made in the different hierarchies inherent to the cognitive categories targeted by the learning objectives of the two language programs.