The Functional Linguistic Repertoire in the Textbook for the Third Year of Primary Education in Algeria: A Study of Content and Organization

Abstract

This research paper aims to describe and analyze the functional linguistic repertoire employed in the Arabic language textbook for the third year of primary education in Algeria. It seeks to address the following central question: How were the lexical units included in the Arabic language textbook for the third year of primary education selected and organized? Were the pupils’ abilities at this age taken into consideration? The paper presents an inventory and classification of the types of explanations adopted to simplify the meanings of the vocabulary items included in the textbook. This is carried out by focusing on explanation through synonymy, antonymy, and definition, as well as by analyzing selected activities related to linguistic repertoire, such as the activity “My New Words.” The aim is to assess the extent to which pupils assimilate these vocabulary items and understand their meanings through their appropriate use in meaningful communicative situations.