Relevant bibliographies by topics / Algerian language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Algerian language'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Algerian language"

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Kerras, Nassima, and Moulay-Lahssan Baya E. "A Sociolinguistic Comparison Between Algerian and Maltese." European Scientific Journal, ESJ 13, no. 2 (January 31, 2017): 36. http://dx.doi.org/10.19044/esj.2017.v13n2p36.

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A sociolinguistic study is made of the Maltese language to compare it to the Algerian language. Algerian is not the official language in Algeria, although it is the national one, and in this article an empirical study is undertaken to question the particularities of Algerian and its formation, comparing it with Maltese which has itself gained official status. Maltese, or “the language of the kitchen” as it is known, has gained important status on the island after decades of foreign occupation and linguistic influence from various civilizations that left palpable paw prints on the Mediterranean island. Maltese has managed to successfully confirm its linguistic identity, through a noticeable influence of Arabic, Italian and English amongst other languages that have imposed themselves and had a hand in forming the Maltese language. A sociolinguistic and historical study is made to explain the formation of Algerian comparing it to Maltese and the influence of history in both languages. A historical study is made to compare and observe the historic diachronic of both countries, and we compare the influence of foreign languages in Algeria and Malta. Likewise, an empirical study is undertaken to question the use of Algerian from various angles, and to examine the linguistic identity in Algeria.
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Bedjaoui, Nabila. "Les étudiants algériens face au français." Taikomoji kalbotyra, no. 11 (August 8, 2018): 3–23. http://dx.doi.org/10.15388/tk.2018.17243.

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L’Algérie est le deuxième pays francophone après la France. 132 ans de colonisation ont été suffisants pour implanter cette langue dans l’esprit des Algériens. Après l’indépendance, les français ont certes quitté l’Algérie, mais ils ont laissé derrière eux leur langue qui s’est immiscée jusque dans la langue arabe, et est devenue de la sorte une partie de l’identité du locuteur algérien. L’avènement de l’arabisation, a fait basculer la balance, en imposant l’utilisation de la langue arabe, seule, dans tous les domaines et dans toutes les institutions. Le français est devenu langue étrangère, voire étrange, dans certaines parties du pays. L’université n’a pas été épargnée par ces changements de statut opérés sur la langue française. L’étudiant algérien trouve, désormais, des difficultés à l’appréhender. De ce fait ses études ne se déroulent pas dans de bonnes conditions. Une prise en charge de l’enseignement de la langue française à l’université algérienne s’impose. Algerian students and the French language Algeria is the second largest French - speaking country after France. 132 years of colonization were sufficient to implant this language in the minds of Algerians. After leaving Algeria, the French left behind their language, which has interfered in the Arabic language, and has thus become part of the identity of the Algerian speaker. The advent of arabization has tipped the scales, imposing the use of the Arabic language in all areas and in all institutions. In some parts ofthe country, French has become a foreign language. Algerian students find it difficult to understand. The situation of French has become rather cumbersome. Therefore, it becomes essential to preserve French at Algerian universities. Key words: Algeria; arabization; French; education; specialty; level.
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Belmihoub, Kamal. "Language attitudes in Algeria." Language Problems and Language Planning 42, no. 2 (June 21, 2018): 144–72. http://dx.doi.org/10.1075/lplp.00017.bel.

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Abstract This article examines language attitudes among Algerian first and second year engineering students at an Algerian university. A sample of 101 participants responded to a 51-item questionnaire. The results of the questionnaire showed a strong preference of Modern Standard Arabic (MSA), English, and French by native speakers of Algerian Arabic (Derja). Native speakers of Tamazight (a Berber language) preferred MSA, English, French, and Tamazight. Participants were divided on many questions regarding MSA and Tamazight. It was also found that respondents favored English as a useful vehicle of economic opportunity and knowledge transfer. An overwhelming majority of respondents viewed multilingualism in Algeria positively. Interestingly, both Derja and Tamazight native speakers unanimously rejected promoting Derja to an official political status, and they indicated support for the teaching of English and French in school. Possible motives behind the attitudes are discussed and implications are suggested.
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Franklin, Elise. "A Bridge Across the Mediterranean." French Politics, Culture & Society 36, no. 2 (June 1, 2018): 28–52. http://dx.doi.org/10.3167/fpcs.2018.360202.

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During the Algerian War, Nafissa Sid Cara came to public prominence in two roles. As a secretary of state, Sid Cara oversaw the reform of Muslim marriage and divorce laws pursued by Charles de Gaulle’s administration as part of its integration campaign to unite France and Algeria. As president of the Mouvement de solidarité féminine, she sought to “emancipate” Algerian women so they could enjoy the rights France offered. Though the politics of the Algerian War circumscribed both roles, Sid Cara’s work with Algerian women did not remain limited by colonial rule. As Algeria approached independence, Sid Cara rearticulated the language of women’s rights as an apolitical and universal good, regardless of the future of the French colonial state, though she—and the language of women’s rights— remained bound to the former metropole.
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McDougall, James. "DREAM OF EXILE, PROMISE OF HOME: LANGUAGE, EDUCATION, AND ARABISM IN ALGERIA." International Journal of Middle East Studies 43, no. 2 (April 8, 2011): 251–70. http://dx.doi.org/10.1017/s0020743811000055.

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AbstractIn Algeria as in many other cases, experiences of exile and diaspora played a major role in the creation of nationalist politics in the 20th century; exile has also been a recurring literary figure in expressions of Algerian cultural politics since independence. This article examines a range of literary sources to consider the politics of language and culture in Algeria since the 1940s. It shows how identification with Arabism has enabled Algerians to articulate claims to community, solidarity, and sovereignty, first in a conception of national “salvation” against the colonial state and then as both a state-sponsored project of political legitimacy and an indication of the limits of that project. A sense of these limits can be gained by a brief consideration of the complexity of the country's sociolinguistic landscape and the often unorthodox creativity of its literary self-expression since independence.
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Nesbitt, Nick. "Experimenting Freedom." Publications of the Modern Language Association of America 131, no. 1 (January 2016): 125–27. http://dx.doi.org/10.1632/pmla.2016.131.1.125.

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Never having known Assia Djebar, i can only speak of the effect her writing has had on me, above all one of her first works, Les enfants du nouveau monde (Children of the New World), created as Algerian independence became a reality, inaugurating a postcolonial nation full of promise and contradiction. In this novel Djebar wrote of Algeria at a moment, 1961-62, when it was on the threshold of its becoming, the very moment of the invention of Algeria, when the coming laborious construction of Algeria, which continues today, was already visible. The moment when the unyielding violence of the struggle to invent this new country, nation, people, and culture might have ceased, in a site subject to a violence that had proceeded endlessly, terrifyingly, since 1954, since the massacre in Sétif in 1945, since the French invasion of 1830, since the fly-whisk incident and the blockade of Algiers in 1827. By 1961 Algeria had for centuries been defined and constructed by violence. In Les enfants du nouveau monde we encounter the trace of a moment when the participants in the Algerian revolution and war had been shaken to the core of their being by the terror of that struggle and risking of life, a moment when what Frantz Fanon called “le problème de l'homme” (374), the invention of a human being beyond the consuming circles of Eurocentric hegemony, was of the utmost urgency. A moment when Algerians were about to give form and reality to Algeria. Here Djebar wrote of this Algeria in a future perfect and perfect future of that moment, an Algeria that would no sooner be born than vanish, an Algeria that still, today, will have been.
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Sahel, Dr Malika. "The Algerian Post-Independence Linguistic Policy - a Recovery of National Identity." European Journal of Language and Literature 8, no. 1 (May 19, 2017): 38. http://dx.doi.org/10.26417/ejls.v8i1.p38-43.

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The Arabic language and education in Algeria faced hard times under the French occupation and witnessed the dramatic decline of literacy rate among the Algerian population up to independence (1830-1962). Indeed French determined and well-planned history of domination, systematic illiteracy, linguistic and cultural alienation and socio-economic deprivation had a significant impact on the form, pace, direction and purpose of educational strategy options in post-independence Algeria. Accordingly, the planned objectives of Algerian policy were to regain identity, ensure personality growth of the young Algerian generations and lay the ground for the learning of modem technologies in order to participate in the national development and cope with economic demands of the modem world.
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Sahel, Malika, and Fadila Mokrane. "Violence in Algerian Society and its Eradication between Reality and Challenge: The Case of Algerian School." European Journal of Social Science Education and Research 6, no. 2 (August 31, 2019): 65. http://dx.doi.org/10.26417/ejser.v6i2.p65-72.

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Violence in Algerian society remains a serious social evil and a difficult reality that has attracted the attention of scholars, academicians and researchers from different Algerian towns. The focus of different initial studies performed, mainly focused on the responsibility of the most important institutions concerned with the social up growing and education, namely the family and the school towards the birth of violence and its eradication. Indeed, in the case one of these crucial institutions fails to perform its duties and assume its responsibility, violence becomes the language of the family with its members, of the school with all its different components; consequently the language of a whole society. On this basis, important questions impose themselves: what is the reality of violence in Algerian schools? And what are the appropriate measures that Algerians should take to reduce or eradicate it? Our analysis resulted in the necessity to review the duties of both the Algerian family and school, and some suggested strategies to reduce or eradicate school violence in the Algerian society.
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Zohra ADDER, Fatima, and Hayat BAGUI. "English - Algerian Arabic Code-switching in EFL Classroom: Case of EFL Teachers and Students in the Department of English at Tlemcen University, Algeria." Arab World English Journal 11, no. 4 (December 15, 2020): 144–62. http://dx.doi.org/10.24093/awej/vol11no4.10.

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The main aim of the present paper is to provide an in-depth look at the relationship between English and Algerian Arabic (L1) in an EFL classroom in the department of English at Tlemcen University, Algeria. In this regard, the researchers try to determine the reasons and functions behind the use of Code-Switching among EFL teachers and students of English to Algerian Arabic. To conduct this research work, the researchers collected data through an interview that was conducted with 16 teachers of Comprehension and Oral Expression, Literature, and Civilization in the Department of English at Tlemcen University in Algeria, and supported by a classroom observation of students with the same teachers. Findings revealed that the use of Algerian Arabic is inevitable. Teachers’ responses exhibit negative attitudes towards English-Algerian Arabic code-switching in class, but they do not deny its integration as a pedagogical necessity to explain difficult words and expressions that are hard to be grasped in the target language. The results also showed that teachers peacefully attempt to get their students accustomed to lectures delivered in English solely by avoiding translation and applying the direct method of TEFL. Furthermore, they declare that infrequent use of AA is beneficial to foster students’ academic achievements and language skills development.
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Rousseau, Sandra. "Ali Dilem: Artivisme algérien et mémoire comique." International Journal of Francophone Studies 23, no. 1-2 (July 1, 2020): 9–29. http://dx.doi.org/10.1386/ijfs_00008_1.

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This article analyses Algerian cartoonist Ali Dilem’s drawings from the first years of the décennie noire and contrasts them with his productions from the early months of 2019, when the Algerian demonstrators of the hirak ousted President Bouteflika. Dilem’s career – spanning over 30 years – has made him a staple of Algerian and European news, whether in newspapers or on TV. Both popular and prolific, Dilem produces cartoons that illustrate what I call ‘comic memory’, a recording and remembering of the past through humour. A diachronic analysis of this large corpus of drawings sheds light on the social and subversive potentials of humour, but most importantly allows for a discussion of its mechanisms over time. Through a careful reading of Dilem’s sardonic cartoons and their contexts of production, I show his work offers both a comic outlet unifying readers in a community of laughter, and a stern cultural commentary on how Algerians consider their history. In particular this article addresses two central motifs of Dilem’s work, on the one hand Algerians’ relationship to France, on the other hand the political pressures exerted on journalistic work in Algeria. Through themes such as censorship, racism and subversion, I explain how humour is a valuable source for memory studies. In fact, Dilem’s work participates in creating a comic archive that keeps track of the mentalités and sheds light on media politics, aesthetics and the poetics of humour.
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Dissertations / Theses on the topic "Algerian language"

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Boualia, Sherazade. "Gender and ethnicity : language attitudes and use in an Algerian context /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11606447.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jo Anne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 117-122).
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Cox, Debbie. "The language of authenticity? : politics, language and gender in the Algerian Arabic novel." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302642.

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Kheder, Souad. "Language Contact and Noun Borrowing in Algerian Arabic and Maltese: A comparative study." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/672.

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Due to a long history of contact with other tongues, Algerian Arabic and Maltese have massive borrowings from French and Italian respectively. In the aim of exploring the influence of linguistic contact on the types of loan adaptation in these two historically related dialects, this study analyzed a linguistic corpus of noun loans. The effect of language contact is better observed through a comparative study of the phonological and morphological change each language has undertaken. The study investigated French noun loans in Algerian Arabic, and Italian noun loans in Maltese. It specifically focused on gender, number (singular and plural) and the definite article as a means of defining the noun loans. The analysis has revealed that Maltese and Algerian Arabic both adapted the loans phonologically but also borrowed new foreign phonemes. Morphologically, they mostly preserved the noun loans genders, used the native patterns to make them plural and the article -al in the case of Algerian Arabic ,-il in the case of Maltese to make them definite. Algerian Arabic used the native patterns / a:t/, the broken plural or the collective /-ja/ plural. Maltese used the native /-jiet/ and the broken plural, however, contrary to Algerian Arabic, Maltese has also borrowed Italian plural patterns making the loan plural patterns unpredictable. The linguistic consequences of borrowing on these languages have made of Algerian Arabic a case of diffusion and of Maltese a case of diffusion and loss. Maltese has borrowed new phonemes but has lost a few native ones, notably the emphatic and velar fricative sounds, still in use in the other Arabic dialects. Algerian Arabic borrowed new phonemes but retained the native phonemes. Borrowing could not be the only factor that has ultimately rendered Maltese to be no longer considered an Arabic dialect and has made Algerian Arabic not obvious to other Arabic speakers, yet it has reinforced it. Contact with the foreign language Italian and loss of contact with the mainstream Arabic dialects was another major factor that rendered Maltese a unique Semitic variety alien even to the closest North African dialect.
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Zoubir, A. "American and Algerian writers : A comparative study examining the relation between literary language and national culture." Thesis, University of Essex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378405.

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Djoudi, Miriama. "Lingustic competence and strategic competence of second language learners in the area of the English verb-system : a cross-sectional study of interlanguage." Thesis, University of Essex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237539.

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Belmihoub, Kamal. "A Framework for the Study of the Spread of English in Algeria: A Peaceful Transition to a Better Linguistic Environment." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333655702.

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Howell, Jennifer Therese. "Popularizing historical taboos, transmitting postmemory: the French-Algerian War in the bande dessinée." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/683.

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In addition to proposing a survey and subsequent analysis of the French-Algerian War in French-language comics, also known as bandes dessinées, published in Algeria, France, and Belgium since the 1960s, my dissertation investigates the ways in which this medium re-appropriates textual and iconographic source materials. I argue that the integration or citation of various sources by artists functions to confer a measure of historical accuracy on their representation of history, to constitute a collective memory as well as personal postmemories of the war, and to re-contextualize problematic images so that they and the hegemonic discourses they reinforce may be deconstructed. Moreover, the bande dessinée mimics secondary schoolbook representations of the war in both Algeria and France in its recycling of problematic images such as Orientalist painting, colonial postcards, and iconic images of war. The recycling of textbook images has the double advantage of ensuring reader familiarity with these images and of inviting critical interpretations of them. By exploring how the bande dessinée reuses colonial images as well as critical histories in predominantly anti-colonialist narratives, I seek to explain how this popular medium uniquely problematizes questions of history, memory, and postcolonial identity related to French Algeria and its decolonization. It is my contention that, because historical bandes dessinées frequently include or reference authentic textual and iconographic source material documenting the repercussions of the French-Algerian war on various communities, they represent a valuable resource to middle and high school teachers looking to enrich the state-mandated history curriculum. By using the bande dessinée in this capacity, educators exploit this medium as both a historical document (whose objective is to transmit knowledge of the past) and a document of history (which allows scholars to retrace the evolution of public opinion).
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McLain-Jespersen, Samuel Nickilaus. ""Had sh'er haute gamme, high technology": An Application of the MLF and 4-M Models to French-Arabic Codeswitching in Algerian Hip Hop." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1631.

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The historical nature of language contact between French and Arabic in Algeria has created a sociolinguistic situation in which French is permeated throughout Algerian society. The prevalence and use of spoken French in Algeria by native speakers of Spoken Algerian Arabic has been a topic of interest to researchers of codeswitching since the 1970s. Studies have been conducted on codeswitching in Algerian media such as television, radio, and music. The hip hop scene has been active in Algeria since the 1980s. Algerian hip hop lyrics contain a multitude of switches into French. This study explores the structural makeup of the codeswitching between French and Spoken Algerian Arabic in Algerian hip hop. These are pattern that have gone heretofore unstudied. The purpose of this study was to utilize Myers-Scotton's MLF and 4-M models in order to analyze the codeswitching between Spoken Algerian Arabic and French found in the lyrics to the hip hop album Kobay by popular Algerian hip hop artist Lotfi Double Kanon. This study had two goals: the first was to document the structural patterns of the codeswitching found in the data. The second goal was to test Myers-Scotton's models and determine whether the patterns found in the data could be predicted by the MLF and 4-M models. In order to accomplish these goals, the lyrics to the album were transcribed, translated, coded and analyzed at the level of the complementizer phrase. The principles of the MLF and 4-M models were used as central tool for analysis. This study demonstrates that the codeswitching found in the lyrics to Kobay follow the principles of the MLF and 4-M models to a great extent. However, three examples of problematic data are presented. This is followed by a discussion on the social and structural implications of these findings.
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Akhrouf-Bouattia, Latifa. "Access to medical information and the role of English language in an Algerian selected community : media and modes of exchange among the paediatricians." Thesis, Aston University, 2000. http://publications.aston.ac.uk/14840/.

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Sahraoui, Souad [Verfasser], and Jürgen [Akademischer Betreuer] Handke. "English and the Languages of Algeria: Suggestions towards a New Language Policy / Souad Sahraoui ; Betreuer: Jürgen Handke." Marburg : Philipps-Universität Marburg, 2021. http://d-nb.info/1235139441/34.

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Books on the topic "Algerian language"

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Lanesman, Sara. Algerian Jewish Sign language: Its emergence and survival. Lancaster, U.K: Ishara Press, 2016.

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Boualia, Sherazade. Gender and ethnicity: Language attitudes and use in an Algerian context. Ann Arbor,MI: University Microfilms International, 1994.

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Hachemi, Omar. The teaching of English language specialists in Algerian universities: The role of African literature. [s.l.]: typescript, 1987.

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Azouz, Abdelhafid. Guide anti-langue de bois! Alger]: Editions Dalimen, 2010.

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1951-, Zoubir Abdelhamid, ed. The ambiguous compromise: Language, literature, and national identity in Algeria and Morocco. London: Routledge, 1990.

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Soukehal, Rabah. L' écrivain de langue française et les pouvoirs en Algérie. Paris, France: L'Harmattan, 1999.

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Lexique des termes des relations internationales, français-arabe. Paris: Publisud, 1989.

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Assia, Djebar. Ces voix qui m'assiègent: --en marge de ma francophonie. Paris: A. Michel, 1999.

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Assia, Djebar. Ces voix qui m'assiègent: --en marge de ma francophonie. [Montréal]: Presses de l'Université de Montréal, 1999.

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Merolla, Daniela. Gender and community in the Kabyle literary space: Cultural strategies in the oral and in the written. Leiden: Research School CNWS, School of Asian, African, and Amerindian Studies, 1996.

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Book chapters on the topic "Algerian language"

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Mostari, Hind Amel. "13. Religion and Algerian Languages in the Education System." In Language Maintenance, Revival and Shift in the Sociology of Religion, edited by Rajeshwari Vijay Pandharipande, Maya Khemlani David, and Miriam Eisenstein Ebsworth, 184–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788926676-014.

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Dahmani, Habiba, Hussein Hussein, Burkhard Meyer-Sickendiek, and Oliver Jokisch. "Natural Arabic Language Resources for Emotion Recognition in Algerian Dialect." In Communications in Computer and Information Science, 18–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32959-4_2.

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Stambouli, Manal Horiya Boudghene, and Amine Belmekki. "A Proposed Metacognitive-Based Approach to Promoting EFL Cohesion and Coherence in Essay Writing of Algerian Master Students." In English Language Teaching Research in the Middle East and North Africa, 95–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_5.

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Tilmatine, Mohand. "Language and Identity in Algeria." In The Politics of Algeria, 136–49. London ; New York, NY : Routledge/Taylor & Francis Group, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429447495-10.

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Messekher, Hayat, and Mohamed Miliani. "The Language Situation of Twenty-First-Century Algeria." In The Politics of Algeria, 150–63. London ; New York, NY : Routledge/Taylor & Francis Group, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429447495-11.

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Benrabah, Mohamed. "The Language Planning Situation in Algeria." In Language Planning and Policy in Africa, Vol. 2, edited by Robert B. Kaplan and Richard B. Baldauf Jr, 25–148. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690128-003.

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MacDonald, Megan C. "Algeria Time and Water Logic: Image, Archive, Mediterranean Futurity." In Languages of Resistance, Transformation, and Futurity in Mediterranean Crisis-Scapes, 183–208. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36415-1_10.

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Kaplan, Robert B., and Richard B. Baldauf. "Language Policy and Planning in Algeria, Côte d’Ivoire, Nigeria and Tunisia: Some Common Issues." In Language Planning and Policy in Africa, Vol. 2, edited by Robert B. Kaplan and Richard B. Baldauf Jr, 6–24. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690128-002.

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Musolff, Andreas. "The Nation as a Body or Person in L1 Language Samples from Middle Eastern Countries: Saudi Arabia, Iraq, Algeria, Morocco, Turkey, Israel, Pakistan." In National Conceptualisations of the Body Politic, 143–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8740-5_10.

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Twohig, Erin. "Decolonizing the Classroom." In Contesting the Classroom, 47–70. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620214.003.0002.

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The second chapter examines novels that cast Arabization as a new colonialism: both by arguing that Standard Arabic was a “foreign” language in Algeria, and by discussing foreign teachers as a colonizing force bent on shaping a multilingual Algerian people into an “Arab” nation. Karima Berger’s l’Enfant des deux mondes (The child of two worlds) argues that studying Arabic after independence made her French-educated protagonist feel like a colonial subject in her own country. Haydar Haydar’s Walimah li-aʻshaab al-bahr (A banquet for seaweed), written by a Syrian who taught in Algeria in the 1970s, tells the story of a young Iraqi teacher who falls in love with an Algerian student, and must fight society’s impression that he is a sexually “colonizing” threat. Despite different approaches, both novels use colonialism as a metaphor to understand Algeria’s assumed “otherness” to the Arab world. This otherness is reflected, and indeed reproduced, in official textbooks, which often present modern Algerian literature as the lesser other of metropolitan French or Middle Eastern canons. This chapter explores the problems and limits of the colonial as metaphor, along with pedagogical theories of “decolonizing the classroom.”
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Conference papers on the topic "Algerian language"

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Soumia Bougrine, Hadda Cherroun, and Ahmed Abdelali. "Spoken Arabic Algerian dialect identification." In 2018 2nd International Conference on Natural Language and Speech Processing (ICNLSP). IEEE, 2018. http://dx.doi.org/10.1109/icnlsp.2018.8374383.

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Saadane, Houda, and Nizar Habash. "A Conventional Orthography for Algerian Arabic." In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3208.

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Amine Menacer, Mohamed, and Kamel Smaïli. "Investigating Data Sharing in Speech Recognition for an Under-Resourced Language: The Case of Algerian Dialect." In 7th International Conference on Advances in Computer Science and Information Technology (ACSTY 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110308.

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The Arabic language has many varieties, including its standard form, Modern Standard Arabic (MSA), and its spoken forms, namely the dialects. Those dialects are representative examples of under-resourced languages for which automatic speech recognition is considered as an unresolved issue. To address this issue, we recorded several hours of spoken Algerian dialect and used them to train a baseline model. This model was boosted afterwards by taking advantage of other languages that impact this dialect by integrating their data in one large corpus and by investigating three approaches: multilingual training, multitask learning and transfer learning. The best performance was achieved using a limited and balanced amount of acoustic data from each additional language, as compared to the data size of the studied dialect. This approach led to an improvement of 3.8% in terms of word error rate in comparison to the baseline system trained only on the dialect data.
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Adouane, Wafia, and Simon Dobnik. "Identification of Languages in Algerian Arabic Multilingual Documents." In Proceedings of the Third Arabic Natural Language Processing Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-1301.

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Droua-Hamdani, Ghania, and Malika Boudraa. "Rhythm metrics in MSA spoken language of six algerian regions." In 2015 15th International Conference on Intelligent Systems Design and Applications (ISDA). IEEE, 2015. http://dx.doi.org/10.1109/isda.2015.7489248.

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Bougrine, Soumia, Aicha Chorana, Abdallah Lakhdari, and Hadda Cherroun. "Toward a Web-based Speech Corpus for Algerian Dialectal Arabic Varieties." In Proceedings of the Third Arabic Natural Language Processing Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-1317.

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Adouane, Wafia, Jean-Philippe Bernardy, and Simon Dobnik. "Neural Models for Detecting Binary Semantic Textual Similarity for Algerian and MSA." In Proceedings of the Fourth Arabic Natural Language Processing Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4609.

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Touileb, Samia, and Jeremy Barnes. "The interplay between language similarity and script on a novel multi-layer Algerian dialect corpus." In Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-acl.324.

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Boukhatem, Nadera. "LANGUAGE LEARNING SKILLS RELATED PROBLEMS IN TEACHING TURKISH AS A FOREIGN LANGUAGE: THE CASE OF THE INTENSIVE COURSES OF LANGUAGES AT THEUNIVERSITY OF TLEMCEN, ALGERIA." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020171.

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Noever, David, Josh Kalin, Matthew Ciolino, Dom Hambrick, and Gerry Dozier. "Local Translation Services for Neglected Languages." In 8th International Conference on Artificial Intelligence and Applications (AIAP 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110110.

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Taking advantage of computationally lightweight, but high-quality translators prompt consideration of new applications that address neglected languages. For projects with protected or personal data, translators for less popular or low-resource languages require specific compliance checks before posting to a public translation API. In these cases, locally run translators can render reasonable, cost-effective solutions if done with an army of offline, smallscale pair translators. Like handling a specialist’s dialect, this research illustrates translating two historically interesting, but obfuscated languages: 1) hacker-speak (“l33t”) and 2) reverse (or “mirror”) writing as practiced by Leonardo da Vinci. The work generalizes a deep learning architecture to translatable variants of hacker-speak with lite, medium, and hard vocabularies. The original contribution highlights a fluent translator of hacker-speak in under 50 megabytes and demonstrates a companion text generator for augmenting future datasets with greater than a million bilingual sentence pairs. A primary motivation stems from the need to understand and archive the evolution of the international computer community, one that continuously enhances their talent for speaking openly but in hidden contexts. This training of bilingual sentences supports deep learning models using a long short-term memory, recurrent neural network (LSTM-RNN). It extends previous work demonstrating an English-to-foreign translation service built from as little as 10,000 bilingual sentence pairs. This work further solves the equivalent translation problem in twenty-six additional (non-obfuscated) languages and rank orders those models and their proficiency quantitatively with Italian as the most successful and Mandarin Chinese as the most challenging. For neglected languages, the method prototypes novel services for smaller niche translations such as Kabyle (Algerian dialect) which covers between 5-7 million speakers but one which for most enterprise translators, has not yet reached development. One anticipates the extension of this approach to other important dialects, such as translating technical (medical or legal) jargon and processing health records or handling many of the dialects collected from specialized domains (mixed languages like “Spanglish”, acronym-laden Twitter feeds, or urban slang).
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