This paper studies the weakness in Arabic language among students in Algerian schools that can be deduced from direct observations in classrooms. The sample of this study selects middle schools of Biskra to investigate the reality of educational practices of teachers who teach subjects in Arabic, and to examine the extent to which these practices are related to the manifestations of linguistic weakness among students. The study sample consisted of 51 teachers across all subjects taught in Arabic at middle schools in Biskra city. The descriptive-analytical method was used, where data was collected through a questionnaire, then analyzed and discussed in light of the raised problem. The study concluded that some educational practices of teachers are negative and do not align with the curriculum's vision for teaching and developing the Arabic language among students at this level. These practices could be a direct cause of the problem of linguistic weakness among students and its exacerbation. Therefore, the researchers recommend a set of measures, foremost among them encouraging teachers to use standard Arabic exclusively in teaching, improving their linguistic competencies, programming training sessions for teachers in the field of assessing competencies, and instilling attitudes and values in light of the integrative approach to teaching Arabic adopted in the construction of middle school curricula.

Educational practices, linguistic weakness, incidental competency, Arabic language teaching, middle school education.