Innovation in Language Learning
The Mother Tongue and School Tongue Issues In Algeria
Farouk A. N. BOUHADIBA, University Oran 2 (Algeria)
Abstract
Based on Fishman’s Theoretical Paradigm (1991), we shall first discuss his three value positions for the case of the so-called minority native languages in Algeria and how they may be included in a global language teaching program in Algeria. We shall then move on to his scale on language loss, language maintenance, and language renewal illustrating examples taken from the Algerian context.
The second part of our talk relates to pedagogical issues on how to proceed for a smooth transition from mother tongue to school tongue, what methods or approaches best suit the teaching of mother tongue and school tongue (Immersion Programs, The Natural Approach, Applied Literacy Programs, The Berlitz Method, etc.).
We shall end our talk on how one may reshuffle the current issues on the “Arabic-only” movement and the abrupt transition from mother tongue to school tongue in use today by opting for teaching programs that involve preschool language acquisition and in-school language acquisition grammars, and thus pave the way to effective language teaching programs and living curricula and pedagogies such as language nests, intergenerational continuity, communication and identity teaching programs, which result in better language teaching models that make language policies become a reality.
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Keywords |
native languages, language maintenance, mother tongue, school tongue, education, Algeria |
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REFERENCES |
[1] Alan Davies (2003). The Native speaker: Myth and Reality, Multilingual Matters, 237 pages, London. [2] Chomsky, N. (1968). Language and Mind. New York: Harcourt, Brace & World. [3] Dourari, A. (2002). Cultures populaires et Culture Nationale en Algérie. L’Harmattan, Paris. [4] Fishman, J.A. (1991). Reversing Language Shift. Theoretical and Empirical Foundations of Assistance to Threatened Languages, Multilingual Matters, 431 pages. [5] Grenoble, L. A. (2011). “Language Ecology and Endangerment”. The Cambridge Handbook of Endangered Languages, Austin, P. K. and Sallabank, J. Ed. 27–44. Cambridge University Press. [6] Love, Nigel & Umberto Ansaldo (2010). "The Native Speaker and the Mother Tongue." Language Sciences 32.6, pp. 589-93. [7] Peter K. Austin and Julia Sallabank (2013). ‘Endangered languages: an introduction” Journal of Multilingual and Multicultural Development, Volume 34, Issue 4, pp. 313-316). [8] Vygotski, Lev (1997). Pensée et langage, Traduction française Françoise Sève, La Dispute, Paris. |
