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Journal articles on the topic 'Algerian language'
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1
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.
7
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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Gherzouli, Ikhlas. "Educational Reforms and Language Planning Quandary in Algeria: An Illustration with Arabization." Sustainable Multilingualism 15, no. 1 (November 1, 2019): 27–47. http://dx.doi.org/10.2478/sm-2019-0012.
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Summary The paper aims to present a critical review of language policy development in Algeria since its independence (1962) to present time. It takes the policy of Arabization, an important turning point in Algerian history that was troubled with serious problems, as an example of language planning in the country. Data was gathered from policy documents, laws, and newspaper articles. It was then coded into themes before it was analysed employing a documentary research method. To provide a methodical discussion, the first part of the paper explores language policy and planning in Algeria. The second part discusses the impact of Arabization on the country’s current state of policy development in light of the debates over the national educational reforms of 2003. The third part highlights the quandary that language planners face during the processes of language planning and policy making. Lastly, the paper concludes with an evaluation of the process of language policy development in the country. The paper argues that in order to foster sustainable multilingualism and achieve effective educational reforms, a keener recognition of Algerian linguistic diversity by the government is imperative.
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Benstead, Lindsay J., Lindsay J. Benstead, and Megan Reif. "Polarization or Pluralism? Language, Identity, and Attitudes toward American Culture among Algeria’s Youth." Middle East Journal of Culture and Communication 6, no. 1 (2013): 75–106. http://dx.doi.org/10.1163/18739865-00503005.
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Muslim and Arab identities have long been instrumentalized to forge unifying national and regional identities. The impact of Algeria’s post-colonial Arabization policies that educated people in Standard Arabic (to the exclusion of dialectal Arabic, Berber, or French) on economic cleavages and attitudes has been underexplored. Algeria has been described as polarized, with cultural and religious cleavages between Arabs and Berbers and traditionalists and modernists blamed for the country’s instability. Questions from a 2004 survey of 820 Algerian students allow us to distinguish between maternal language and preference for Standard Arabic or French used in professional settings. We analyze the influence of mother tongue, religiosity, and socioeconomic status on Arabophone or Francophone language orientation and whether there is evidence for the common assumption that Algeria is polarized politically and culturally among the three main language groups. Berber speakers and less religious students are more likely to complete the written survey in French, but socioeconomic status is a more important determinant of language choice. Francophone orientation is associated with more positive attitudes about Western and American culture, suggesting that Arabization has indeed produced a society somewhat polarized between a Francophone elite and a large population of students trained in Standard Arabic who cannot find jobs in the public and private sectors still demanding French skills. The findings point to the utility of using survey research to understand sociolinguistic patterns and including nuanced measures of language distinct from ethnicity and mother tongue in diglossic societies to analyze social cleavages and their relationship to attitudes about politics, culture, and foreign policy. The results also emphasize the need for educational reform, expansion of employment opportunities, and democratization to reduce the potential for conflict among Algerian youth.
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Djenouhat, Assia, and Reda Djaouahdou. "Sino-Algerian B2B Relational Exchange via E-Marketplace: Case Study of Algerian Import Companies." Valahian Journal of Economic Studies 8, no. 1 (April 1, 2017): 31–36. http://dx.doi.org/10.1515/vjes-2017-0004.
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Abstract The objective of this paper is to investigate the influence of Sino-Algerian B2B relational exchange via e-marketplace, by examining the two instrumental dimensions of relational exchange where information exchange and flexibility were tested. Toward that goal, a survey is employed to Algerian import companies to determine the quality of relational exchange with Chinese companies when trading via e-marketplace. A conceptual framework was developed based on extended literature review and examined on data collected from 70 companies through a survey methodology. As a result, Algerian import companies have a good and strong relational exchange with Chinese companies via e-marketplace, due to high degree of transparency, just-in-time services and special facilities in language negotiation, ordering, payment methods and shipment provided by Chinese companies. Thus, non-trust on e-commerce and internet infrastructure in Algeria has affected the trust on after-purchase activities via e-marketplace. So, Algerian companies strongly trust on Chinese companies but they weakly trust on trading with them via e-marketplace.
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Jackson, Amanda Crawley. "Retour/détour: Bruno Boudjelal's Jours intranquilles." Nottingham French Studies 53, no. 2 (July 2014): 201–15. http://dx.doi.org/10.3366/nfs.2014.0086.
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This paper explores the photographic series made by French-Algerian artist Bruno Boudjelal in Algeria during the ‘black decade’ of civil war in the 1990s. The paper opens with a study of the artist's return to Algeria following the disclosure of his hidden Algerian origins, but makes the case that this retour is better described as a détour, in which the linear temporalities of return and the teleology of origin give way to a provisional intersection of trajectories and an ongoing, negotiated sense of cultural identity. It then goes on to consider the ways in which Boudjelal's images, in their negotiation of the well documented regime of (in)visibility that prevailed in Algeria during that period, re-work the indexicality of the photographic medium by means of an indirect (or détourné) representational practice that facilitates a reappraisal of what constitutes the ‘real’ in a context where the real is manipulated for politico-ideological reasons through censorship and spectacle.
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Gubińska, Maria. "« Écrire l’absence » selon Assia Djebar : Le Blanc de l’Algérie." Quêtes littéraires, no. 2 (December 30, 2012): 144–51. http://dx.doi.org/10.31743/ql.4635.
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The well-known French-language writer, Assia Djebar, teaches the reader to listen intently to cultural differences, inspires tolerance towards other people and touches upon the problem of the emancipation of women in the Arab-Muslim civilization.
In her work entitled Le Blanc de l’Algérie Djebar recalls deceased Algerian intellectuals, such as Albert Camus, Frantz Fanon or Kateb Yacine, as well as cruelly murdered writers and less known persons, who proved to be important for the author
herself (namely her friends) and for the history of Algeria. The author bemoans those absent figures, remembering their last minutes of life, their families’ despair, and the atrocity of death.
The article is an attempt at a reflection on the problem of absence that is in dichotomy with presence. The absence of great Algerians is unbearable; it is not silence but a cry for the memory of the tragic moments in the history of the country. Those moments, when remembered, shall help understand better the painful contemporary times. Djebar in a subtle way removes a white shroud (white is the colour of mourning in the tradition of North-African countries), thus showing the reader the moving and colourful Algerian fresco.
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Boubekeur, Sihem. "E-teaching and e-learning challenges during the coronavirus: Dr. Moulay Tahar University as a case study." Global Journal of Foreign Language Teaching 11, no. 3 (August 13, 2021): 195–203. http://dx.doi.org/10.18844/gjflt.v11i3.5694.
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Information and communication technologies have become vital in the educational realm over the past two decades and a significant subject in the language educational system. E-materials are not available for all the students, and that causes an impediment for English foreign language teachers at Dr. Moulay Tahar University of Saida-Algeria. The research paper aims at investigating e-teaching and e-learning effectiveness in the Algerian university. The first research tool was an interview with teachers at the Department of English Language and Literature, Saida. The second research instrument was observational classroom sessions. Second-year students were observed for 2 months (20 sessions in 2020–2021). The findings revealed that e-teaching and online learning are in vain as they are still new for both tutors and learners. Thus, e-education ought to start at an early age so that learners will get used to it. Both students and teachers should be trained in virtual learning and teaching methods. Keywords: Algerian EFL students, English, ICT, online learning, language: e-teaching.
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Dobie, Madeleine. "Assia Djebar: Writing between Land and Language." Publications of the Modern Language Association of America 131, no. 1 (January 2016): 128–33. http://dx.doi.org/10.1632/pmla.2016.131.1.128.
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The death of assia djebar on 7 february 2015 marks the end of an era in literary and world history. The last survivor of the generation of Algerian writers who took up the pen in the mid-1950s as their country embarked on its historic struggle for independence from France, Djebar continued writing long after the deaths of Mouloud Feraoun (1962), Kateb Yacine (1989), Mouloud Mammeri (1989), and Mohammed Dib (2003). With her death, the age of decolonization and African revolution as it resonated in literature seems truly to have come to a close. Djebar was the only woman among the Algerian literary pioneers, and her work, which includes novels, essays, documentary films, and plays, explores, above all, the experience of Algerian women. Challenging official nationalism, these counternarratives tell stories about women's roles in war in which the political doesn't efface the personal and victory doesn't signal the end of suffering or the fading of loss. This oppositional stance was carried even into the rituals observed in the aftermath of her death. Official services conducted at the airport and the Palais de la Culture in Algiers were shadowed and indeed overshadowed by less-formal ceremonies in which family, friends, and members of Algerian women's movements recited poetry and chanted Berber songs.
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Mostari, Hind Amel. "A sociolinguistic perspective on Arabisation and language use in Algeria." Language Problems and Language Planning 28, no. 1 (June 10, 2004): 25–43. http://dx.doi.org/10.1075/lplp.28.1.04mos.
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The Algerian National Constitution stipulates that Classical Arabic is the only official language of the nation, which is supposedly used by all members of the speech community. French is regarded as a foreign language and is taught starting from the fourth year of the primary level. The Algerian diglossic situation is characterized by the use of Classical Arabic and French as high varieties used in formal and public domains, and colloquial dialects, namely Algerian Arabic and Berber, as low varieties for informal and intimate situations. In public domains, Classical Arabic is present virtually everywhere and used (especially at the written level) in varying degrees. In some domains, such as education or the physical environment, Classical Arabic dominates; in other domains such as the economy, Classical Arabic is used in parallel with French. This linguistic reality is primarily the outcome of many years of intensive campaigns of Arabisation and major political and even financial decisions, beginning right after independence, aimed at promoting the status of Classical Arabic and giving to Algeria its Arabo-Muslim identity. The present paper examines the process and outcomes of Arabisation and its effects on language use, providing a brief historical sketch of the Arabisation process in various domains, including its application in public life, notably in administration, the physical environment and education. The Arabisation process has touched practically all spheres of public life previously characterized by the sole use of the French language. Also discussed is the impact of Arabisation on language use at the institutional and individual levels. The impact of Arabisation has been significant in some domains, namely education and the physical environment, but less evident in others, such as in university studies, especially in scientific and medical departments, where French remains the main medium of instruction and communication. The paper also encompasses a brief survey of the linguistic rights of Berbers under the Arabisation process, and at the same time it also attempts to address the issue of the Arabisation process in relation to other concepts, notably Islam and Islamism; ‘Arabisation’ does not mean ‘Islamisation.’ Finally, the results of the Arabisation campaigns are analyzed and critiqued. Arabisation has faced many criticisms, among them paucity of human and financial means, as well as the lack of a coherent strategy of implementation in which the political and sociolinguistic realities of the Algerian speech community are taken into consideration.
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Gueydan-Turek, Alexandra. "Penser l’échange artistique franco-algérien: la bande dessinée Alger–Marseille: allers-retours de Nawel Louerrad et Benoît Guillaume, et le musée du MuCEM." Nottingham French Studies 57, no. 1 (March 2018): 92–111. http://dx.doi.org/10.3366/nfs.2018.0206.
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(English): In the bande dessinée Alger–Marseille: allers-retours, Algerian artist Nawel Louerrad and her French counterpart Benoît Guillaume recount their respective trips to Marseille and Algiers. Commissioned by Musée des civilisations de l'Europe et de la Méditerranée(MuCEM), their artistic project functions as a renewed museography aiming to foster a decentred gaze and improve Franco-Algerian relations. In this context, this article questions the nature of the exchanges generated by such a postcolonial museum project. Even if the two graphic contributions offer geo-poetic and artistic visions irreconcilable at first, I find that the album promotes an ethic of horizontality; it transforms itself into a space of cohabitation, of sharing even. The artists’ residencies across the Mediterranean, and the ensuing graphic production, promote a new artistic and cultural dynamic between Algeria and France.
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Schmidt, Johanne Gormsen. "Tavshedens terror - Assia Djebar, Derrida og Algeriet." K&K - Kultur og Klasse 43, no. 119 (September 29, 2015): 127–46. http://dx.doi.org/10.7146/kok.v43i119.22248.
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Born in Algeria, but educated in the French educational system, Derrida and Djebar both write from a slippery position of in-betweenness, explicitly relating their understanding of language and culture to their problematic, French-Algerian identity.Djebar’s novel, So Vast the Prison, is driven by a desire to hear the beloved, silenced voices of her ancestors, but nevertheless radically opposes the idea of a self-sufficient Algerian identity that has been lost and needs to be salvaged. In Djebar, to track down history is rather like exposing a wound; to realize that the break with the past is unmendable. In keeping with Derrida’s Monolingualism of the Other, the retrospection of So Vast never reaches behind the bilingual condition, suggesting that the colonized is always already entangled in the colonizer.Paradoxically, So Vast presents the colonizer’s silencing of the Algerian people not as the hindrance to, but as the very precondition for liberation, as traces of a Derridean, radically other language resonate from the muffled voices trapped inside the French. Gaining their strength precisely by having no voice and no place, they terrorize the official culture from within, indefatigably destabilizing those phantasms and ideologies that claim to inhabit an unsplit tongue. The Franco-Maghrebian position thus offers a welcome chance of revealing the arbitrariness of the existing law, potentially deconstructing the truth claim of any system.
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Boussoualim, Malika. "Translingual Practice and Transcultural Connections in Assia Djebar’s La Femme sans sépulture." Acta Universitatis Sapientiae, Philologica 10, no. 2 (November 1, 2018): 109–27. http://dx.doi.org/10.2478/ausp-2018-0017.
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AbstractLa Femme sans sépulture is one of Djebar’s recent publications which carries on with the author’s self-proclaimed project of recreating an Arabo-Berber past in a French text. The recreation process is achieved through writing in French, which is invaded by Algerian women’s oral voices. In this article, I will argue that French and Algerian oral languages – Arabic and Berber – mutually influence each other, allowing the emergence of new linguistic structures. This is evidenced in the text by the use of free indirect discourse which allows the oral to modify French while being modified by it. Relying on Suresh Canagarajah’s studies on cross-language relations, the mutual relations between Algerian orality and French are interpreted as translingual practices aimed to promote transcultural communication.
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Labed, Zohra. "Drug Nicknaming in Western Algeria." International Human Sciences Review 1 (March 19, 2019): 17–28. http://dx.doi.org/10.37467/gka-humanrev.v1.1741.
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Illegal drug consumption is a long-run issue with a worldwide apprehension. Drug abusers identify themselves differently to remain far from public appearance and escape court institutions. Nicknaming drugs and their different types and forms constitute one way of drug abusing concealment and disguisement. Nicknaming involves a variety of practices that acquire full of positive and/ or negative connotations in society over time. Social practices carry cultural values that shape the nickname giver’s perception of the nickname bearer, a fact that can be reflected in the way the nickname is chosen within various fields. Nickname givers are alone responsible for allocating the exclusionary or inclusionary character to the nickname bearer. The present paper seeks to examine and analyse the various nicknames attributed to diverse types of such psychotropic substances by the Algerians with special reference to the west of multilingual and diglossic Algerian speech community. More particularly, how are drugs nicknamed in western Algeria? Which language varieties are involved in such nicknaming? Why are illegal drugs nicknamed at all? The findings at hand assign nicknames to physicality, mannerism, experience and/ or linguistic adjustments. Drug nicknaming nomenclature under study makes up importantly drug consumers’ secret language in the present setting.
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Ouartsi, R. "Algerian National Cinema." French Studies 68, no. 2 (April 1, 2014): 287–88. http://dx.doi.org/10.1093/fs/knu028.
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Benzerdjeb, Soraya. "Meeting business students’ English language needs in the Algerian tertiary education." Global Journal of Foreign Language Teaching 11, no. 2 (May 31, 2021): 124–39. http://dx.doi.org/10.18844/gjflt.v11i2.5684.
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Graduate Algerian economic sciences students, who will be future university teachers or workplace managers, are urged to use the English language. However, most of them reveal that they are unable to use the English language appropriately. The main aim in this paper is to depict students’ difficulties and help them improve their academic language performance. This paper describes the teaching and learning situations of English for Business and Economics (EBE) in the Department of Economic Sciences at the University of Tlemcen. The investigator used a questionnaire and two structured interviews. The sampling included EBE learners and English for specific purposes teachers as well as workplace managers (former EBE students). The main findings in this investigation confirmed that students had poor target language proficiency. Results revealed that the content of the actual EBE course was inappropriate to learners’ needs. The investigator wants to integrate new technologies as the government supplies digital platforms to the Algerian universities. Keywords: Algerian, tertiary education, English, Economics, business students.
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Beke, Dirk. "De Berberse Identiteit en Het Nieuwe Meerpartijenstelsel in Algerije." Afrika Focus 9, no. 1-2 (February 2, 1993): 125–42. http://dx.doi.org/10.1163/2031356x-0090102007.
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Berber Identity and the New Multi-Partyism in Algeria The article first argues that the present population of Algeria can be designed as Arabo-Berber and Berber. The original inhabitants, collectively identified by most historians as Berbers, formed no physical ethnic unity, but they had a common Berber language and culture. The Islamisation of the population of North Africa proceeded faster and became almost general, this in contrast to the slower and more limited Arabisation. The physical-ethnic process of Arabisation by settlement and fusion was altogether restrained. The Arabisaiton was essentially a cultural process (language, popular culture, customs, politics, science, arts). About one fourth of the present Algerians resisted to (entire) Arabisation. They are living in, or originated from mountain or desert regions (Kabyles, Shawiya, Mozabites, Touareg). Since independence the official policy of Arabisation, against the strong influence of the French language, referred exclusively to Arabic character of the nation. All expressions of the Berber identity, culture and language were oppressed. Since 1980, a growing cultural revival, mainly among the Kabyles, reacted to this policy. The movement was rather cultural than political. The Berber speaking Algerians seem involved into malry other regional and national alliances. With the introduction of the multi-partyism, in 1989, two ‘Berber’ political parties became active: the FFS (Front des Forces socialistes) and the RCD (Rassemblernent pour la Culture et la Démocratie). Both parties claim to be national parties and insist on defending, besides the recognition of the Berber identity and culture, general political options (socialism, democracy etc.). Electoral results, however, show that their support comes essentially from different factions of the Berber speaking population. It is obvious that the Berber ethnicity is used to gain electoral backing. Besides, today the two ‘Berber’ parties represent the strongest opposition to the Islamic (= Arabic) fundamentalist party, the FIS (Front islamique de Salut), because of their resistance to social, cultural and political intolerance. Secessionist ideas based on Berber ethnicity live only among a small – but well-organised – minority. At the end of 1992, the Berber ethnicity is in Algeria primarily an element of cultural and regional recognition and only secondary an element of political coherence. Finally, Berber ethnicity has also invalidated the official political myth of the homogeneous Algerian Arabic ethnicity.
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Mekkaoui, Ghania, and Noureddine Mouhadjer. "Addressing air traffic controllers’ English language proficiency needs: Case of Zenata Airport." Global Journal of Foreign Language Teaching 9, no. 3 (August 31, 2019): 167–83. http://dx.doi.org/10.18844/gjflt.v9i3.4245.
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The current paper is a contribution to the field of ESP in aviation industry in an Algerian context. It was conducted in Zenata –Messali el Hadj Airport. It was a case study research that is intended to explore the English language deficiencies and problems Algerian air traffic controllers may face in their work, as well as to identify their lacks, needs and wants. To overcome their difficulties a needs identification and analysis was conducted thanks to various instruments: interviews, a questionnaire, classroom observation. The results indicated that all informants involved in the current research were aware of the importance of the English language in aviation industry, as low proficiency in this language might lead to misunderstanding, and dangerous situations. Air traffic controllers reveal their need to develop their language proficiency namely in speaking and listening skills with special focus on vocabulary and grammar. To conclude English language is important in aviation industry. A good mastery of this language helps avoid misunderstanding and keep aviation safety. Thus, Algerian air traffic controllers need to enhance their English language ability thanks to appropriate English courses and well trained ESP teachers.
Keywords: ESP; English Language Proficiency; Air Traffic Controllers; English for Aviation.
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GHOUALI, KAMILA, and RAÚL RUIZ-CECILIA. "Towards a Moodle-based assessment of Algerian EFL students’ writing performance." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 8, 2021): 231–48. http://dx.doi.org/10.30827/portalin.vi36.17866.
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The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation.
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Austin, Guy. "REPRESENTING THE ALGERIAN WAR IN ALGERIAN CINEMA: LE VENT DES AURÈS." French Studies 61, no. 2 (January 1, 2007): 182–95. http://dx.doi.org/10.1093/fs/knm064.
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Guardi, Jolanda. "Ḥammūd Ramaḍān: Modernity and Poetry in Algeria." Oriente Moderno 99, no. 1-2 (June 17, 2019): 48–67. http://dx.doi.org/10.1163/22138617-12340207.
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Abstract Starting from Pierre Bourdieu’s claim that “the impetus for change” — what I identify with modernity — “resides in the struggles that take place in the corresponding fields of production” (Bourdieu 1995: 81), and from a reading of literary texts I discussed elsewhere (Guardi 2016), in this paper I will present the life and work of Ḥammūd Ramaḍān (1906–1945). My aim is to highlight the “impetus for change” that occurred in the Algerian literary field long before 1962. Ḥammūd Ramaḍān, an Algerian poet and intellectual, thoroughly discussed the role of poetry in society and proposed new ways of writing in a changing era. He can be considered the first Arab poet who challenged the classic mode of Arabic language poetry in Algeria, and this happened before the emergence of the free verse movement in Iraq. His work will be analysed not only within the general framework of Arab modernity with the aim to provide a new definition of the Arab modernity’s canon, but also within the framework of Algerian literary production in Arabic. My main focus will be on some of his theoretical writings, in which he urges his fellow poets and intellectuals to make fundamental changes in their use of language in poetry so as to get closer to society. Although well versed in classical Arabic and in the Arab-Muslim classical heritage, Ramaḍān sees all this not as a chain that keeps the poet tethered to the past, but as a springboard to jump into the future.
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Carroll, David. "Camus's Algeria: Birthrights, Colonial Injustice, and the Fiction of a French-Algerian People." MLN 112, no. 4 (1997): 517–49. http://dx.doi.org/10.1353/mln.1997.0053.
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Limam, Mohammed Halim. "Detailed analysis of the phenomenon of political corruption in Algeria: causes, repercussions and reform*." Contemporary Arab Affairs 5, no. 2 (April 1, 2012): 252–78. http://dx.doi.org/10.1080/17550912.2012.671999.
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Corruption in present-day Algeria has become so rife that it has gone from what Algerians once sardonically termed the ‘sport of the elite’ to being the ‘national sport’. Not only has it reached epidemic proportions at all levels, it has become a culture unto itself, endemic to the country. Because most documented instances of major corruption and scandals have been linked to official branches, apparatuses and persons of the state, and because most have occurred and would not have been possible without some sort of official sanction, corruption in Algeria is ipso facto political. The mechanisms and networks of corruption are many and interlocking, revolving around and feeding on bribery, clientelism, tribalism, nepotism, webs of personal interest and loyalties. The crisis is multifaceted with international dimensions as well, given the collusion of multinational corporations and the intersection of power and vast revenues deriving from oil rent that has also permitted, through an overinflated and ineffectual state bureaucracy, a fertile environment for the pernicious phenomenon. Privatization; the opening of Algerian markets to direct foreign investment and liberalization of trade in response to structural reforms demanded by international monetary institutions during the 1990s; what was effectively a vicious and disastrous civil war in the wake of the suspension of the 1992 elections; as well as globalization have all factored in reinforcing old forms of corruption and promoting new ones. Elite coteries, crony capitalism, and a new generation of ambitious intermediaries and young opportunistic entrepreneurs, such as Rafiq ‘Abd al-Mu'min Khalifa (convicted head of the al-Khalifa Group), have become the new players in billion-dollar schemes of graft, theft and embezzlement of unprecedented proportions. Furthermore, court cases and judicial proceedings have often taken on the aspect of farce when arrests are made and charges brought against minor officials, leaving those higher-up and known to have been party to illicit activities and dealings above the law in the realm of the ‘untouchables’. Significantly, the road to reform, which must necessarily be political in the first instance, is fraught with obstacles, not the least of which is that favouritism is institutionalized in the letter of Algerian law. With good reason, Algerians in general have become highly circumspect with candidates and an electoral process that are open to every tactic of manipulation. This article provides valuable insider information into the specifics and mechanics of Algerian corruption, which even the ruling elite has been obliged to admit constitutes the primary threat to the stability and continuity of the state. The research and distillation of conclusions in this article are drawn from the full-length Arabic-language book by Muḥammad Ḥalīm Līmām entitled Ẓāhirat al-Fasād al-Siyāsī fī al-Jazāʾir: al-Asbāb wa al-Āthār wa al-Iṣlāḥ. Beirut: Center for Arab Unity Studies (CAUS), 2011.
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Zohra Athmani, Fatima, and Yasmine Boukhedimi. "Exploring Psychotypology as an Affective factor of Cross-Linguistic Influence: Case of Algerian Multilingual Learners." Arab World English Journal 12, no. 3 (September 15, 2021): 338–50. http://dx.doi.org/10.24093/awej/vol12no3.23.
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Multilingualism has established itself as a separate area of research in linguistic studies for the two last decades. Therefore, the present study aims at examining Algerian Multilingual students’ perceptions of linguistic distance i.e., psychotypology, between their first Language Arabic and Second language French and third language English. It focuses on the role of psychotypology as a constraining factor of cross-linguistic influence in third language acquisition that may lead to the activation of the background languages in the production of L3 English. Therefore, the researcher used a mixed research method to explore which typological or psychotypological languages L1 Arabic or L2 French would be the source of language transfer in L3 production. Forty students participated in this study, and data was gathered through a psychotypological questionnaire. The results of a qualitative and quantitative analysis showed students perceive French as a closed language to English in most the language aspects and they used it to fill a linguistic gap in their English production. It also showed that psychotypology is a complex concept that would affect students’ language choice in L3 production as well as a crucial factor in determining the source language of transfer. The findings indicated that further investigations of Psychotypology in L3 production are necessary.
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Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (December 15, 2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.
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Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.
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Hassani, Adela Talbi. "The Influence of French on Vocabulary Knowledge of Arabic-speaking University students learning English as a Foreign Language: A Melting Pot." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 3 (July 27, 2021): 1–14. http://dx.doi.org/10.47631/mejress.v2i3.286.
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Purpose: The present study investigated the extent to which background knowledge of the French language could influence English vocabulary learning among EFL university students in Algeria. More specifically, the possible cross-linguistic influence in this context was researched in relation to the growth pattern of the receptive written vocabulary size across the three years of the undergraduate course. Methodology: A cross-sectional research design was used for a total number of 184 EFL Algerian university students. The written receptive vocabulary size was measured using Nation's Vocabulary Size Test (2007) which contained many words with similar orthographic forms as their French equivalents. A comparison between the results of the whole population made it possible to establish the progressive growth pattern from Year 1 to Year 3 of the degree course. Results: Besides a moderate increase of vocabulary size from one proficiency level to the other, and an expected decrease pattern of knowledge from the most frequent English words to the least frequent ones, the positive cross-linguistic influence of French cognates was highly significant as it led to the knowledge of words that were beyond the expected level of most participants. Conclusion/Implication: The facilitative effect of French cognates for EFL learners in Algerian universities is, therefore, an area that instructors and syllabus designers can make use of to maximize the vocabulary learning process.
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BOUZAR, Siham. "Teachers’ Oral Error Correction in Algerian EFL Classrooms." Education and Linguistics Research 6, no. 2 (July 5, 2020): 15. http://dx.doi.org/10.5296/elr.v6i2.17311.
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The largest part of the time spent in our daily life communication is attributed to speaking. This skill allows the transmission of ideas, feelings, attitudes and information to the hearer through speech. It is in fact very crucial for any language learning efficiency development. However, expressing oneself orally sometimes constitutes a source of frustration for EFL learners as it is very demanding and requires the teachers’ intervention whenever errors are made. Therefore, with the perspective to promote the target language learning and assist students in their learning process, the strategies used by teachers to give their feedback about oral errors at the level of the language classroom constitutes the object of this study.
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Merieme BELARBI, Fatine, and Abdelkader BENSAFA. "An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy." Arab World English Journal 11, no. 4 (December 15, 2020): 534–46. http://dx.doi.org/10.24093/awej/vol11no4.34.
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The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students’ learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom’s taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: ‘To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom’s taxonomy?’ This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom’s taxonomy. This study is significant as it helps tests’ designers to design practical EFL exams that develop students’ thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students’ higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.
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Onyedum, Jennifer Johnson. "“HUMANIZE THE CONFLICT”: ALGERIAN HEALTH CARE ORGANIZATIONS AND PROPAGANDA CAMPAIGNS, 1954–62." International Journal of Middle East Studies 44, no. 4 (October 12, 2012): 713–31. http://dx.doi.org/10.1017/s0020743812000839.
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AbstractThis article explores the vitally important yet often neglected role of medicine and health care in the conduct of the Algerian War of Independence (1954–62). Using French, Swiss, and recently opened Algerian archival materials, it demonstrates how Algerian nationalists developed a health-service infrastructure that targeted the domestic and international arenas. It argues that they employed the powerful language of health and healing to legitimize their claims for national sovereignty and used medical organizations to win local support, obtain financial and material aid from abroad, and recast themselves as humanitarians to an increasingly sympathetic international audience. This research aims to situate Algerian efforts into a broader history of decolonization and humanitarianism and contributes to rethinking the process through which political claims were made at the end of empire.
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McCormack, Jo. "The Algerian War in French/Algerian Writing: Literary Sites of Memory. By Jonathan Lewis." French Studies 74, no. 2 (April 1, 2020): 328–29. http://dx.doi.org/10.1093/fs/knaa052.
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Allan, Michael. "Old Media / New Futures: Revolutionary Reverberations of Fanon's Radio." PMLA/Publications of the Modern Language Association of America 134, no. 1 (January 2019): 188–93. http://dx.doi.org/10.1632/pmla.2019.134.1.188.
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In 1959, in the midst of the liberation struggle in Algeria, Frantz Fanon published L'an v de la révolution algérienne (A Dying Colonialism), which contained a chapter dedicated to the role of radio in anticolonial resistance. The chapter, “Ici la voix de l'Algérie” (“This Is the Voice of Algeria”), describes how the radio changed from mouthpiece of the French occupation to voice of the Algerian resistance, primarily between 1954 and 1956. Before the liberation struggle, Fanon tells us, over ninety-five percent of radio receivers belonged to Europeans, for whom the radio was a link to Radio-Alger—or, simply, “Des Français parlent aux Français” (“Frenchmen speaking to Frenchmen” [“Ici” 309; Dying Colonialism 74]). The station was a “réédition ou écho de la Radiodiffusion française nationale installée á Paris” (“re-edition or an echo of the French National Broadcasting System operating from Paris”) and “exprime avant tout la société coloniale et ses valeurs” (“is essentially the instrument of colonial society and its values” [305; 69]).
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Bamia, Aida A. (Aida Adib). "Politics, Language, and Gender in the Algerian Arabic Novel (review)." Research in African Literatures 35, no. 1 (2004): 196–97. http://dx.doi.org/10.1353/ral.2004.0003.
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GHOUNANE, Nadia. "Aspects of Taboos Surrounding Algerian Females’ Daily Issues and Language." Arab World English Journal 8, no. 2 (June 15, 2017): 398–414. http://dx.doi.org/10.24093/awej/vol8no2.29.
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Šukys, Julija. "Language, the enemy: Assia Djebar’s response to the Algerian intellocide." Journal of Human Rights 3, no. 1 (March 2004): 115–31. http://dx.doi.org/10.1080/1475483042000185279.
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Bouchefra, Miloud, and Meriem Baghoussi. "Algerian EFL University Teachers’ Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University." International Journal of Education and Literacy Studies 5, no. 2 (April 30, 2017): 132. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.132.
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Computer Assisted Language Learning (CALL) is still groping its way into Algerian English as a Foreign Language (EFL) classroom, where Information Communications Technologies (ICTs) are defined in terms of occasional use of computers and data projectors for material presentation in the classroom. Though major issues in the image of the lack of training and absence of facilities are clearly apparent, stakeholders’ attitudes are a decisive aspect that needs to be mapped out if we are to alter the current situation. Thus, the present work aims at investigating EFL university teachers’ attitudes towards CALL at Djilali Liabes University (western Algeria). The current work is a cross-sectional descriptive study that explores teachers’ attitudes across the three domains (affective, cognitive, and behavioural) and investigates other related aspects that may help indicate teachers’ likelihood to adopt CALL in the future. The results are promising as the investigated population not only demonstrated a clearly positive attitude towards CALL but also manifested a number of signs that indicate their likelihood to adopt CALL in the future if circumstances are favourable.
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Ménager, S.-D. "Assia Djebar, de l'écriture au cinéma." Literator 21, no. 3 (April 26, 2000): 109–22. http://dx.doi.org/10.4102/lit.v21i3.502.
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Assia Djebar, from writing to filming In 1978 Assia Djebar was already a well established Francophone Algerian woman writer. It was during that year that her first film La nouba des femmes du mont Chenoua was shown in Algerian cinemas. This first attempt was followed by a second film La Zerda ou les chants de I’oubli. These concurrent creative processes show how, for Djebar, writing and filming are two closely linked activities.
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Vorbrich, Ryszard. "Od Berberów do Amazighe, czyli ukształtowanie się nowoczesnej tożsamości berberskiej." Kultura i Społeczeństwo 64, no. 1 (January 30, 2020): 169–96. http://dx.doi.org/10.35757/kis.2020.64.1.8.
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The Berbers, an indigenous people of North Africa, belong to the group of “nations without a state.” For centuries, they were marginalized by the Arab majority or manipulated by European colonizers. Since the mid-twentieth century in North Africa, a movement for a Berber and Pan-Berber identity has been growing strongly. The movement has disseminated the neologism “Amazigh” as the endoethnonim of this group of peoples. The process of building (creating) a Berber identity has been slightly different in Morocco (where the stabilizing role of the monarchy has been highlighted) and in Algeria (where it has taken more violent forms). With the rise of Berber self-awareness in North Africa and the activity of the Berber diaspora in Europe (mainly in France), civil society organizations (associations) were established in Morocco and Algeria to defend the rights of the Berber minority. After many attempts and despite the resistance of Arab elites the Berber language and culture were recognized by the state authorities as equivalent to the Arabic component of the Algerian and Moroccan identity. State institutions (the Institut royal de la culture Amazighe–the IRCAM–in Morocco, and the Haut Commissariat à l’Amazighité–the HCA–in Algeria) were established for the revitalization of the Berber culture and language (tamazight).
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Kheladi, Mohammed. "Engaging EFL students with literature: An Algerian perspective." Global Journal of Foreign Language Teaching 10, no. 2 (May 29, 2020): 85–92. http://dx.doi.org/10.18844/gjflt.v10i2.4633.
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The objective of the present paper is to argue for the necessity of engaging students with literature in the Algerian EFL context. It attempts to show that the interface between language and literature is conducive to learning potentials for students at the different levels of language and literary studies. On this basis and in response to the inadequacies of the traditional transmissive approach to teaching literature in the Algerian context, which have been reported in the findings of many investigative studies, the paper suggests the shift towards a process-oriented approach to teaching literature that is fundamentally task- based. It also acknowledges the role of the reader response stance in sustaining students’ engagement with the literary text by drawing on their own experiences and thinking skills in meaning making.
Keywords: Engagement, EFL classroom, literature, process approach, traditional approach, task-based, reader response.
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Smaili, Souad. "I Feel Myself in a Cage of Bird: Berber Female Students’ Self-Identification in the Algerian Society - A Phenomenological Study." European Journal of Social Sciences 1, no. 3 (November 29, 2018): 165. http://dx.doi.org/10.26417/ejss.v1i3.p165-169.
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Algeria is flavoured by a diversity of ethnicities and languages. The country is dominated by two ethnic groups: Arabs and Berbers. My concern falls upon identity negotiation within the latter group and exploring how women within the Berber community represent themselves and how the society perceives them. To answer this question, I explored the autobiographical stories of three Algerian female students who study English as a foreign language at Bejaia University, and who grew up amongst Berbers. They took part in a forum theatre course I ran at their University to explore EFL learner identity. Adopting an idiographic case-by-case phenomenological analysis to the written stories of these three students brought my attention into the self-image they gave to themselves to articulate their identity. This study also looked at the factor of power relations in their experiences drawing on Bourdieu’s perspective. The findings of this phenomenological analysis revealed the impact of culture and ethnic norms on these students’ s freedom, desires, and transitions in education. This impact was at some stage distinctive. I discuss in this further in this paper.
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Bentounsi, Ikram Aya. "Humor in the Algerian chronicle; a comparative view." XLinguae 11, no. 1XL (2018): 186–94. http://dx.doi.org/10.18355/xl.2018.11.01xl.16.
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Ilhem BOULESNAM. "NEW MEDIA AND THE LANGUAGE PROBLEMS THE DIFFERENT ALGERIAN MEDIA MODEL." International Journal of Language Academy 32, no. 32 (2020): 176–92. http://dx.doi.org/10.29228/ijla.42056.
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Apter, Emily S. "Out of Character: Camus's French Algerian Subjects." MLN 112, no. 4 (1997): 499–516. http://dx.doi.org/10.1353/mln.1997.0045.
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