Bendjama Hannene

This thesis adopts a comprehensive approach to analyzing the impact of the educational image as an effective visual medium in developing linguistic and cognitive achievement among primary school learners of the Arabic language. It primarily aims to diagnose the reality of images utilized in the official textbooks for this stage in Algeria and to evaluate their

effectiveness in achieving the desired educational objectives.                                                                                            

The study stems from the recognition of the importance of the primary stage as the foundational building block in shaping the learner's character and the cornerstone of any educational reform. During this stage, the child transitions from the family environment to the organized school setting, which is often accompanied by a limited linguistic repertoire. Hence, the educational image emerges as a vital bridge to facilitate communication and knowledge acquisition, owing to its direct sensory nature, which compensates for the limitations of verbal language at this sensitive age.                                                                                

Accordingly, to achieve the thesis objectives, the research employs an integrative methodology that combines theoretical and applied analysis. On the theoretical side, the study frames the fundamental concepts related to the pedagogy of Arabic language teaching, the characteristics of the primary stage learner, and the essence of the educational image—including its types, design standards, and pedagogical functions. On the applied side, it engages in a comprehensive critical analytical study of the educational images in Arabic language textbooks across all primary education levels (from the first to the fifth year). This is reinforced by a field study utilizing two tools: a questionnaire (for teachers) and interviews (with pupils) in three Algerian provinces, seeking to observe the actual interaction with these images and assess their impact from the perspectives of both practitioners and beneficiarie.                                                                                                                                                     

Through this trajectory, the thesis seeks to achieve a set of goals, most notably: evaluating the effectiveness of current educational images in developing linguistic and cognitive skills; critically analyzing them in terms of their formal and semantic aspects and their suitability for the learners' age level; and identifying shortcomings and deficiencies in the application of educational design standards. It also aims to provide practical, evidence-based recommendations derived from the critical analysis and field study findings. These recommendations are intended to serve as a reference for teachers to efficiently utilize images, for curriculum designers to develop textbook content, and to contribute to the production of an integrated textbook that harmonizes visual and linguistic content, thereby enhancing learner achievement in this pivotal stage