This study focuses on the analysis of spelling errors in Moore made by teachers in French/Moore bilingual
classes in Burkina Faso. The problem raised by this research is that a good number of studies are interested
in the orthographic productions of learners without questioning the quality of the designs of teachers'
educational sheets. We wondered whether the learners' lack of mastery of the spelling rules is not partly
linked to the shortcomings of their teachers, especially in the field of national languages such as Moore.
Therefore, this study aims at identifying the different categories of errors made by teachers while
highlighting the origin of these errors. From a corpus made up of preparation sheets for Mathematics
lessons, the hypotheses confronted with the results led to recommendations for remediation in order to
contribute somewhat to improving the quality of the teaching of Mathematics in Moore in bilingual
French/Moore classes in Burkina Faso.

Error analysis, spelling, remediation, error typology