Attitudes towards Tamazight Language Teaching in the Algerian Primary Schools. The Case of Ain Temouchent Community (Ibn Sina Primary School).

Abstract

Language was and is still one of the important pillars of societies and nations. It is a bridge between human’s thoughts and his environment. It is a means of communication between members of society and its various institutions. In this context, the Algerian reality is not free from the existence of linguistic conflicts, and that is due to the distinction and the cultural diversity of the Algerian society. From what was noticed during this past years, the inclusion of Tamazight language in the Algerian educational system. The results behind such decision led to multitudes among the learners of the language and the community as well. The present research paper deals with the issue of attitudes towards introducing the Tamazight language in the Algerian primary schools in general and the teaching process of it in Ain Temouchent in particular. This research paper aims to observe, describe and evaluate the attitude of pupils and teachers towards the inclusion of Tamazight language in primary schools and to examine the effectiveness of their attitudes and motivation in a successful learning process of the language. The language situation in Algeria is more unique, complex and diverse. The objective behind this study is to highlight and investigate the attitudes of the community (pupils and teachers) towards teaching the Tamazight language in primary schools and to evaluate the multiple opinions (multitude) about it. The research paper is a case study that has accrued in Ain Temouchent community; within the teachers and the learners of the language. Interview and observation were used to elicit and extract data that revealed the ambiguity of judgements on the effectiveness and the acceptance of this variety of language in the educational curriculum of the pupils in the primary schools. Furthermore, the researcher wants to test the future implication lying behind such inclusion. The data were analysed quantitatively and qualitatively. The findings indicate positive attitudes towards teaching the language from the teachers and the students alike. What was also worth to mention, that some challenges were facing the language in the community and parents side.