People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Ibn Khaldoun University of Tiaret
Faculty of Letters and Languages
Department of Letters and Foreign Languages
Section of English

The Current Status of Modern Standard Arabic in the Algerian

Speech Repertoire: In between the Reality of Degeneration and
Ambition of Revitalization
(The Case of MA Students and Arabic Language Teachers in the Faculty of Letters at
Ibn Kahldoun University of Tiaret

A Dissertation submitted in Partial Fulfilment of the Requirement for the

Degree of M.A in Linguistics

Submitted by: Supervised by:

Miss Amina HAMEURLAINE Mr Ali BERRABAH

Board of Examiners:

Dr Ammar BENABED (MCA) Chairman University of Tiaret

Mr Ali BERRABAH (MAA) Supervisor University of Tiaret
Mr Noureddine CHEBLI (MAB) Examiner University of Tiaret

Academic Year: 2018/2019

 In the Name of Allah
The Entirely Merciful, the Especially Merciful

02 ‫﴾ ﺳﻮرة اﻟﺰﺧﺮف اﻵﻳﺔ‬ ‫ ُﻜ ْﻢ ﺗَـ ْﻌ ِﻘﻠُﻮ َن‬‫ﺎ ﻟَ َﻌﻠ‬‫ﺎ َﺟ َﻌ ْﻠﻨَﺎﻩُ ﻗُـْﺮآَﻧًﺎ َﻋَﺮﺑِﻴ‬‫﴿ إِﻧ‬
« Indeed, we have made it an Arabic Quran that you might understand »
El- Zukhref (02)

09 ‫ﺳﻮرة اﳊﺠﺮ اﻵﻳﺔ‬ ﴾ ‫ﺎ ﻟَﻪُ َﳊَﺎﻓِﻈُﻮ َن‬‫ﺬ ْﻛَﺮ َوإِﻧ‬ ‫ﺰﻟْﻨَﺎ اﻟ‬‫ﺎ َْﳓ ُﻦ ﻧَـ‬‫﴿إِﻧ‬
« Indeed, it is we who sent down the message [I.e., the Quran], and indeed,
we will be its guardian” El-Hidjir (09)

‫ﺻﺪق اﷲ اﻟﻌﻈﻴﻢ‬

God almighty has spoken the truth

 Acknowledgements

My great thanks owe to Allah since I will not be able to end

this work easily without of his blessings

First and foremost, special thanks and gratitude go to my

supervisor Mr Ali BERRABAH. I appreciate his patience,
guidance and endless support throughout the research work
as well as I am so lucky to have him as a supervisor.

I would like to extend my thanks to the members of the jury

for acceptance to discuss my research work

Dr Ammar BENABED, Mr Noureddine CHEBLI, Mr Ali

BERRABAH

I am also indebted to both English and Arabic languages

teachers for their encouragement and assistance in giving
considerable data about my dissertation. I would like to thank
Mahi Soufiane is an English language teacher for his help.

I would like to extend my thanks to MA Arabic, English and

French languages students who helped me during data
collection.

I would like to extend my thanks to my uncle Abdelhadi

Hameurlaine for his kind assistance and support.

Special thanks go to my colleagues Cherifa Madani and

Dounia Ghazli for their kind assistance and all of our friends
without exception.

I
 Dedication

To:

All those who are proud of the Modern Standard Arabic

In the memory of my grandfathers and my sister Ikram
One of the greatest gifts I ever got from Allah; I call them Mom and Dad
Thanks Mom, Thanks Dad
I am who I am today because of all of your efforts, support,
guidance, prayers, and the sacrifices you have made. I appreciate all what
you are doing for me.
For never giving up on me even when I made it hard for you.
Without you I do not know what I d’ do, but with you I know there is no
thing I cannot do.
The words “I love you “seems too few to express the love I have for
you.
My Sisters: Hissina, Intissar, My Brothers: Said, Mohamed Shihab
ddine My Uncle: Mohamed.
All kind and respectable HAMEURLAINE and BOUSSAFI Family and my
generous relatives
My dearest friend: Sabah DIAF
I have no words to acknowledge your help
Thanks for your support, guidance, and your trust on me.
Thanks for being not only a friend, but also an amazing sister.
All My best friends: Mahdjouba, Rabiaa and Saida Thanks for being such
wonderful Friends
Thank you so much for everyone who has given me much kind of supports
through the process
Amina HAMEURLAINE

II
 Table of Contents
Acknowledgments ........................................................................................................................ III
Dedication .................................................................................................................................... IV
Table of Contents ......................................................................................................................... V
List of Tables ................................................................................................................................ VII
List of Graphs ............................................................................................................................... VIII
List of Abbreviations .................................................................................................................... IX
Abstract .................................................................................................................................... X
Abstract in Arabic (‫ )ملخص‬............................................................................................................ XI
General Introduction..................................................................................................................... 12
CHAPTER ONE: Features of the Sociolinguistic Situation in Algeria
1.1 Introduction ............................................................................................................................ 16
1.2 The Sociolinguistic Situation in Algeria ............................................................................... 16
1.2.1 The Arab Conquest.......................................................................................................... 16
1.2.2. The Spanish and Turkish Invasions................................................................................ 16
1.2.3. The French occupation ................................................................................................... 17
1.3. The Original Language Varieties in Algeria ......................................................................... 18
1.3.1. Classical Arabic ............................................................................................................. 18
1.3.2. Modern Standard Arabic (MSA) ..................................................................................... 19
1.3.3. Algerian Dialectal Arabic (ADA) ................................................................................... 21
1.3.4. Berber .............................................................................................................................. 22
1.4. The Co-existence between MSA and French Languages ...................................................... 23
1.5. Challenges for MSA Revitalization ..................................................................................... 25
1.5.1. Public Perceptions towards MSA and Foreign languages............................................... 26
1.5.2. The Lack of Awareness of MSA Revitalization ............................................................. 27
1.6. Conclusion............................................................................................................................. 29
CHAPTER TWO: The History and Story of the Arabization Process in Algeria
2.1 Introduction ............................................................................................................................ 31
2.2 Early Research on Language Planning and Language Policy ................................................ 31
2.3. Language Planning and Language Policy ............................................................................. 31
2.4. Language Planning and Language Policy in Algeria ............................................................ 31
2.5. Arabization Process in Algeria .............................................................................................. 34
2.5.1. Arabization between External and Internal Influences ................................................... 34

III
 2.5.1.1. External Influences ..................................................................................................... 35
2.5.1.1.1. French Occupation ................................................................................................ 35
2.5.1.1.2. Second Language Acquisition............................................................................... 35
2.5.1.1.3. Globalization ......................................................................................................... 36
2.5.1.2. Internal Influences ....................................................................................................... 37
2.5.1.2.1. The Diglossic Situation in Algeria ........................................................................ 37
2.5.1.2.2. Bilingual Education ................................................................................................. 38
2.5.1.2.3. Language Contact .................................................................................................... 38
2.6. Language Loss, Endangerment and Language Revitaization ............................................... 39
2.6.1. Language Revitalization ................................................................................................. 39
2.6.2. Language Revitalizations’ Factors and Steps.................................................................. 40
2.6.3. Language Functions ........................................................................................................ 41
2.6.3.1. Language, Culture, Society and Religion.................................................................. 41
2.6.3.2. Language Attitude and Identity ................................................................................. 43
2.7. Conclusion............................................................................................................................. 44
CHAPTER THREE: Data Collection, Analysis and Discussion
3.1 Introduction ............................................................................................................................ 46
3.2. The Research Design ............................................................................................................ 46
3.2.1. Target Population ............................................................................................................ 46
3.2.2. Research Approaches and Instruments............................................................................ 46
3.3. Research Methodology, Data Collection and Finding Analysis .......................................... 47
3.3.1. Students’ Questionnaires ................................................................................................ 47
3.3.2. Analysis of Students’ Questionnaires ............................................................................ 47
3.3.2.1. Students’ Personal Information ................................................................................. 47
3.3.2.2. Students’ Attitudes towards the Use of Modern Standard Arabic ............................ 51
3.3.3. Teachers’ Interviews .................................................................................................... 68
3.3.4. Analysis of Teachers’ Interviews ....................................................................................... 68
3.3.4.1. Teachers’ Professional Data ......................................................................................... 68
3.3.4.2. Teachers’ Perceptions of the Arabization Process ....................................................... 69
3.5. Conclusion............................................................................................................................. 72
General conclusion ....................................................................................................................... 73
Bibliography ................................................................................................................................. 75
Appendices ................................................................................................................................... 77
Maps and Illustrations .................................................................................................................. 90

IV
 List of Table
Table1.1. BA English Language Students at Ibn Khaldoun University since 2012 .................. 24

V
 List of Graphs
Graph 3.1: The Distribution of Respondents by Age and Gender ............................................. 47
Graph 3.2: Students’ Domains of Study .................................................................................... 48
Graph 3.3: Students’ Level ....................................................................................................... 49
Graph 3.4: Students’ Specialty .................................................................................................. 50
Graph 3.5: Students’ Mother Tongue ........................................................................................ 51
Graph 3.6: Students’ Level of MSA .......................................................................................... 52
Graph 3.7: Students’ Use of MSA ............................................................................................. 52
Graph 3.8: Places of Using and Members with whom MSA is Used........................................ 53
Graph 3.9: Frequency of Using MSA ........................................................................................ 54
Graph 3. 10: Students’ Perception of MSA ............................................................................... 54
Graph 3.11: Students’ Language Choice .................................................................................. 55
Graph 3. 12: Students’ Attitudes towards Using MSA............................................................... 56
Graph 3.13: Students’ Preference in Language Use ................................................................. 57
Graph 3.14: Students’ Motivation towards MSA ..................................................................... 58
Graph 3.15: Students’ Opinions towards the Future of MSA .................................................... 59
Graph 3. 16: Students’ Use of French ....................................................................................... 59
Graph 3.17: Students’ French Language Skills ........................................................................ 60
Graph 3.18: Student’s Frequency of Using French ................................................................... 61
Graph 3. 19: Students’ Language Use in their Mobiles and Laptops ......................................... 62
Graph 3. 20: Students’ Perception of the French Language ...................................................... 62
Graph 3. 21: Students’ Opinions of the future of French ........................................................... 63
Graph 3.22: Students’ Perception of the Status of MSA ............................................................ 64
Graph 3.23: Students’ Views towards MSA Revitalization ...................................................... 65
Graph 3.24: Students’ Beliefs towards MSA ............................................................................. 65
Graph 3.25: Students’ Views towards the Arabization Policy ................................................... 66
Graph 3.26: Students’ Perception of the Algerian Parents Guidance ......................................... 66
Graph 3.27: Students’ Preference of Linguistic Diversity.......................................................... 67
Graph 3.28: Informant’s Teaching Experience .......................................................................... 69

VI
 List of Abbreviations and Acronyms Used in the Dissertation

CA: Classical Arabic

MSA: Modern Standard Arabic

ADA: Algerian Dialectal Arabic

Ber: Berber

Eng: English

Fr: French

VII
 Abstract

Many intensive studies have been conducted to investigate language planning and language
policy from different perspectives in Algeria, particularly the Arabization Policy. Herein, the
present research tried to investigate the current status of Modern Standard Arabic in the view
points of both MA students in the faculty of letters and languages and Arabic language
teachers in the Department of Arabic at Ibn Khaldoun University of Tiaret in terms of usage
and language attitudes. Above and beyond, this study paid more attention to underline the
major reasons behind the lack of awareness of Modern Standard Arabic Revitalization. To
confirm our research hypotheses and answer our research questions, the study adopted two
research methods; students’ questionnaire that was administered to one hundred (100)
randomly chosen respondents and teachers’ interview that was addressed to six (06)
informants who have been selected randomly at Ibn Kaldoun university of Tiaret. In fact, the
obtained results reveal that Modern Standard Arabic needs its speakers’ attention and their
awareness about its real current national and official status. Therefore, it’s high time the
decision makers managed a well-grounded language planning and well-intentioned language
policy to revitalize MSA within the Algerian speech repertoire.
Key Words: Arabization Policy, Modern Standard Arabic, Language Attitudes, Language
Planning, Language Policy, Language Revitalization

VIII
 ‫ﻣﻠﺨﺺ‬

‫)‪(Abstract in Arabic‬‬

‫اﻋﺘﻤﺪت اﳉﺰاﺋﺮ اﻟﻜﺜﲑ ﻣﻦ اﻟﺪراﺳﺎت واﻻﲝﺎث ذات أﳘﻴﺔ ﺣﻮل اﻟﺘﺨﻄﻴﻄﺎت واﻟﺴﻴﺎﺳﺎت‬
‫اﻟﻠﻐﻮﻳﺔ ﲟﺨﺘﻠﻒ اﻟﻨﻮاﺣﻲ ﺣﻴﺚ أن ﺳﻴﺎﺳﺔ اﻟﺘﻌﺮﻳﺐ ﺗﻌﺘﱪ ﻣﻦ أﻫﻢ وأﺑﺮز ﺗﻠﻚ اﻟﺴﻴﺎﺳﺎت‪ .‬اﻟﻐﺮض ﻣﻦ‬
‫ﻫﺬﻩ اﻟﺪراﺳﺔ ﻫﻮ اﻟﻜﺸﻒ ﻋﻦ واﻗﻊ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ وذﻟﻚ ﻣﻦ ﺧﻼل ﻣﻌﺮﻓﺔ وﺟﻬﺔ اﻟﻨﻈﺮ‬
‫واﳌﻮﻗﻒ ﻣﻦ اﺳﺘﻌﻤﺎﳍﺎ ﻟﺪى ﻛﻞ ﻣﻦ ﻃﻠﺒﺔ اﳌﺎﺳﱰ ﻟﻜﻠﻴﺔ اﻻداب واﻟﻠﻐﺎت اﻻﺟﻨﺒﻴﺔ ﺑﺎﻻﻇﺎﻓﺔ اﱃ دﻛﺎﺗﺮة‬
‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ )ﻗﺴﻢ اﻻدب اﻟﻌﺮﰊ ﳉﺎﻣﻌﺔ اﺑﻦ ﺧﻠﺪون ﺑﺘﻴﺎرت(‪ .‬ﻋﻼوة ﻋﻠﻰ ذﻟﻚ‪ ،‬ﻫﺬﻩ اﻟﺪراﺳﺔ اﻋﻄﺖ‬
‫اﻫﺘﻤﺎﻣﺎ ﻛﺜﲑا ﻟﺘﺒﲔ أﺑﺮز اﻷﺳﺒﺎب وراء ﻧﻘﺺ اﻻﻫﺘﻤﺎم واﻟﻮﻋﻲ ﺑﻀﺮورة إﺣﻴﺎء اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ .‬ﻟﻨﺘﺤﻘﻖ ﻣﻦ‬
‫ﺻﺤﺔ ﻛﻞ ﻣﻦ ﻓﺮﺿﻴﺎت واﺷﻜﺎﻟﻴﺔ ﻫﺬﻩ اﻟﺪراﺳﺔ‪ ،‬ﺗﺒﻨﺖ ﻫﺬﻩ اﻷﺧﲑة ﻣﻨﻬﺠﲔ ﲝﺜﻴﲔ ‪ ،‬اﻻﺳﺘﺒﻴﺎن اﳌﻮزع‬
‫ﻋﺸﻮاﺋﻴﺎ إﱃ ﻣﺌﺔ ‪ 100‬ﳎﻴﺐ وﻣﻘﺎﺑﻠﺔ ﺷﻔﻮﻳﺔ ﻣﻊ ﺳﺘﺔ ‪ 06‬دﻛﺎﺗﺮة اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﺪى ﺟﺎﻣﻌﺔ اﺑﻦ ﺧﻠﺪون‬
‫‪-‬ﺗﻴﺎرت‪ -‬ﻓﻌﻼ‪ ،‬أﻛﺪت اﻟﻨﺘﺎﺋﺞ اﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼل ﲝﺜﻨﺎ أن اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﺗﻔﺘﻘﺮ ﻣﺴﺘﻌﻤﻠﻴﻬﺎ‬
‫وﺣﱴ اﻫﺘﻤﺎﻣﻬﻢ ‪‬ﺎ ﲝﻴﺚ أن ﻫﻨﺎك ‪‬ﺎون وﻋﺪم ادراك ﻣﻜﺎﻧﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻛﻠﻐﺔ وﻃﻨﻴﺔ ورﲰﻴﺔ‪.‬‬
‫إذن‪ ،‬آن اﻷوان ﻋﻠﻰ اﻟﺴﻴﺎﺳﻴﲔ اﻟﻠﻐﻮﻳﲔ إﻗﺎﻣﺔ وﺗﻨﻈﻴﻢ ﲣﻄﻴﻂ ﻟﻐﻮي وﺳﻴﺎﺳﺔ ﻟﻐﻮﻳﺔ ﻣﺘﻤﻜﻨﺔ‬
‫وﻧﺎﺟﺤﺔ ‪‬ﺪف إﺣﻴﺎء اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﺿﻤﻦ اﻟﺬﺧﲑة اﻟﻠﻐﻮﻳﺔ اﳉﺰاﺋﺮﻳﺔ‪.‬‬
‫اﻟﻜﻠﻤﺎت اﻟﻤﻔﺘﺎﺣﻴﺔ‪ :‬ﺳﻴﺎﺳﺔ اﻟﺘﻌﺮﻳﺐ‪ ،‬اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‪ ،‬ﻣﻮﻗﻒ اﻟﻠﻐﺔ‪ ،‬اﻟﺘﺨﻄﻴﻂ اﻟﻠﻐﻮي واﻟﺴﻴﺎﺳﺔ‬
‫اﻟﻠﻐﻮﻳﺔ‪ ،‬إﺣﻴﺎء اﻟﻠﻐﺔ‬

‫‪IX‬‬
General Introduction

General Introduction
It is worth mentioning that language plays a very integral role in various spheres. In
other words, language represents identity, culture, attitudes, religion, customs, etc. of a given
society. Furthermore, it reflects the power of that society. Thus, many important areas are
interested in studying either language itself or all that is related to it including; linguistics,
sociolinguistics, sociology, anthropology, psycholinguistics, etc. Accordingly, many intensive
studies have been conducted to investigate language over time. Herein, we are interested in
examining one of the most important subfield of linguistics namely; language planning and
language policy due to its fundamental role in solving language problems in different
societies.
As far as the Algerian context is concerned, language planning and language policy in
Algeria are characterized as complex phenomena because of many reasons. Since the late
seventh and early eight century, Algeria has adopted the Arabic language, instead of Berber,
to be its national and official language; however, from post colonialism till now that language
has faced many problems. Therefore, it has struggled to preserve its status either inside or
outside the country. Since the wake of independence, the Algerian decision makers and/or
leaders have adopted one of the most significant linguistic policies called the ‘Arabization
Policy’ to restore their speakers’ Arab-Muslim identity in an attempt to revitalize the status of
Modern Standard Arabic.
In view of the above states of affairs, the present research endeavoured to investigate
the current status of Modern Standard Arabic within Algerian speech repertoire in general
with a particular reference to the attitudes of MA students and Arabic language teachers at Ibn
Khaldoun University of Tiaret towards MSA. To begin with, there was a thorough
investigation about whether the Arabization processes have achieved their goals or not. In
addition to that, our research tried to underline the major reasons behind the weaknesses of
those policies.
To state the aforesaid idea in other terms, it is of a paramount importance to mention
that language planning in Algeria has been investigated from different angles by many
linguists. Besides, it has been observed through our deep observation to students as well as
teachers’ attitudes towards MSA that unfortunately the large majority of both of them have
highly negative attitudes towards that language. Such pessimistic standpoints resulted from
the proclaimed failure of MSA to coin technical words and/or scientific terminologies by
itself.

- 12 -
General Introduction

We have noticed that when university students meet together and discuss their subject
of study, they underestimate those who have chosen Arabic as their field of study. However,
they get surprised and show off when someone of them says that any foreign language is
his/her speciality. Another thing that fuels my motivation to undertake the present topic is that
there are some TV channels tendencies to install foreign languages learning on children like
‘SpaceToon’ and ‘Toyor Eldjana’ through broadcasting their programmes in English, French
and even Turkish languages. Furthermore, it has been observed that Algerian dialectal Arabic
as a lower language variety is more practical by Algerians in all contexts being formal or
informal ones rather than Modern Standard Arabic. In other words, the role of MSA as an
official and national language is absent in our society.
For the sake of analysing the aforementioned facts, our study attempted to attain the
following objectives:
1. To know whether MA students and Arabic language teachers in the faculty of letters and
languages at Ibn Khaldoun University use Modern Standard Arabic in their speech or not with
different co-participants in various contexts?
2. To identify MA students and Arabic language teachers’ attitudes towards MSA, French,
and the ‘Arabization Policy’ and the other linguistic phenomenon namely; Bilingualism and
Multilingualism.
3. To know whether Modern Standard Arabic Revitalization would be effective or not within
the Algerian context?
Above and beyond, the research work is divided into three basic chapters in which the
first chapter overviews the story and history of language planning and language policies in
sociolinguistics in general with a particular reference to the Algerian context. Besides, a brief
glance around language revitalization had given the main concern at the end of it. However,
the second chapter portrayed ,in its first part, the pre and post-colonial linguistic profile of
Algeria in which it referred to the language varieties used in Algeria including; MSA, ADA,
Ber, Fr, etc. In addition to that, it described the co-existence of those language varieties within
the Algerian speech repertoire. Besides, it identified the major reasons behind the failure of
MSA revitalization. Moreover, in its second part, there was a reference to Tiaret Speech
Community and the faculty of letters and languages at Ibn Khaldoun University of Tiaret
where the research took place. The third chapter is devoted to the discussion and analysis of
the gathered data from both students’ questionnaire and teachers’ interview.

- 13 -
General Introduction

As a matter of fact, this research had been undertaken as an attempt to describe the
stances on both Modern Standard Arabic and the French language. Therefore, five main
related research questions have been raised as follows:
1. How far do university teachers and students use MSA in their speech?
2. To what extent are they influenced by the French language?
3. What are the reasons behind the failure of the ‘Arabisation Policy’?
4. Is there Modern Standard Arabic Revitalization and to what extent is it effective?
5. What should be done by both the Algerian decision makers and speakers to revitalise
MSA?
In order to answer the above stated research questions; we have set the following hypotheses:
1. It has been predicted that there is a lack of using MSA by both teachers and students at our
university.
2. It has been anticipated that French has a great impact on both students and their teachers in
the sense that they have extremely positive attitudes towards that language and even the other
foreign languages like English.
3. It is believed that there is a lack of awareness of the status of Modern Standard Arabic.
4. It is assumed that speakers are careless about MSA revitalisation within the Algerian
speech repertoire.
The present research work has set of limitations. First and foremost, it is a matter of
time-poor that hinder somehow to ensure the validity of our results. In fact, we wish our
investigation would be in extra time with a large population of both students and teachers to
better tackle such topic. In addition, since our investigation is nearly based on Arabic sources
and references; we had faced some difficulties in translation. Last but not least, what
worsened the pace of our study is not that the unexpected extremely long spring holidays
when both teachers and students were forced to leave university in which we could distribute
our questionnaire nor did our interviews till they came back after nearly two months.
In order to check whether these results are true even for a large population, we are
going to leave that open for further investigation and debate in future research.

- 14 -
Chapter One Feature of the Sociolinguistic Situation in Algeria

Chapter One
Features of the Sociolinguistic Situation in Algeria

1.1 Introduction ............................................................................................................................ 16

1.2 The Sociolinguistic Situation in Algeria ............................................................................... 16
1.2.1 The Arab Conquest............................................................................................................ 16
1.2.2. The Spanish and Turkish Invasions.................................................................................. 16
1.2.3. The French occupation ..................................................................................................... 17
1.3. The Original Language Varieties in Algeria ......................................................................... 18
1.3.1. Classical Arabic ............................................................................................................. 18
1.3.2. Modern Standard Arabic ................................................................................................. 19
1.3.3. Algerian Dialectal Arabic................................................................................................ 21
1.3.4. Berber .............................................................................................................................. 22
1.4. The Co-existence between MSA and French Languages ...................................................... 23
1.5. Challenges of MSA Revitalization ....................................................................................... 25
1.5.1. Public Perceptions towards MSA and Foreign languages............................................... 26
1.5.2. The Lack of Awareness of MSA Revitalization ............................................................. 27
1.6. Conclusion............................................................................................................................. 29

15
Chapter One Features of the Sociolinguistic Situation in Algeria

1.1. Introduction
This chapter is divided into three sections. The first section will present a brief
historical background of languages in Algeria. The second one is restricted to investigate the
current status of language varieties in Algeria including; CA, MSA, ADA, Berber and its
varieties. Moreover, it will describe the co- existence of MSA with foreign languages.
However, the third section reveals some challenges of revitalizing and/or reviving MSA
within the Algeria speech repertoire.
1.2. The Sociolinguistic Situation in Algeria
Commonly, as a result of many invasions; Algeria has known a very complex situation
namely in terms of its linguistic diversity. Those conquests including; the Phoenician, Roman,
Vandal and Byzantine, Arabs, Turkish, Spanish, and French resulted in the exchange and/or
coexistence of different languages, cultures, identities, and even religions. Herein, we will
focus on the Arab, Turkish, Spanish, and French occupation.
1.2.1. The Arab Conquest
It is commonly acknowledged that the most important historical period in Algeria is
the Arab conquest in the sense that the main goal of such invasion is the expansion of Islam as
a religion and Arabic as a language. According to Mostari (2005) “Algeria was conquered by
Arabs in the late 7th century and early 8th century (642AD).”(p.39).She has also stated that
“after the Arab conquest, Islam obviously implemented with Muslim theocratic law and
political institutions.’’ It seems that most North African countries including Algeria have
been influenced by Islamic rules. Since the Arabic language i.e. CA is the religious language
of Islam; the Arabs did all their best to spread and promote the use of that language among
different areas. In this respect, Mostari has asserted that “the Arabization of north Africa took
about 13 countries during which many Berbers tribes became Arabized …”(ibid). During that
time onwards, Berbers have made many attempts to preserve their own language and cultural
identity. In fact, the coming of Arab has been recognized as a religious peaceful kind of
invasion.
1.2.2. The Spanish and Turkish Invasions
Algeria has also witnessed another complex linguistic situation simply for the reason
that it was the centre of both the Spanish and Turkish invasions. As a result; Algeria became
an Ottoman Empire province under Kheireddine (Barbarossa). In this respect, Moussadek
(2013) has stated that “the Ottomans (1554-1830) captured Algiers and established it as the
centre of the Ottoman Empire …’’ So, Turkish became the spoken language at that time.

16
Chapter One Features of the Sociolinguistic Situation in Algeria

Moreover, she has also declared that “the Spanish (1504-1792) constructed outposts and
collected tributes especially in the west and on the coastal areas …” (ibid). In other words,
both the Spanish and Turkish invasions have influenced the Algerian speech repertoire in the
sense that many Algerians have borrowed or code mixed many words from those languages
such as the omnipresent words “Semana”1 and “Zawalli” 2 respectively.
1.2.3. The French Occupation
The French occupation is characterized as the final conquest that Algeria had
witnessed. In other words, Algeria was under the French colonialism for 132 years, from 1830
till 1962. Such invasion was mainly interested to eradicate the Arab-Muslim identity of
Algerians through the abolishment of the Koranic Classical Arabic language in favour of the
French language that was recognised as the official language and also a language of
instruction, administration, mass media, and government. One might deduce that French
invasion was mainly based on the language destruction then its religion, culture, and identity.
Herein, Mostari, (2005) has stated that “starting from 1830, France colonized Algeria and
imposed its socio- economic and linguistic control upon the speech community. Hence, the
French became the official language and classical Arabic was the language of academies
both in traditional and religious schools.’’ In fact, the French invasion has great impacts on
the linguistic and cultural spheres within the Algerian society as well as such kind of conquest
has been recognized as an invasion through schools in the sense that the French is still used as
the language of instruction especially at universities, hospitals and banks. Mostari has also
asserted that “during the period (1830-1962) education was oriented towards Fr and
spending on, the study of CA declined drastically. Fr was considered as the language of
instruction, a modern language with a great future unlike CA which was the reflection of
illiteracy and ignorance.’’ One may assume that France was mainly interested in achieving its
central goal i.e. the replacement of Classical Arabic by French to be used as the national and
official language in Algeria as well as to be the dominant language. In the same vain, the
Duke of Rovigo has postulated that “the most effective way to dominate this country is to
spread our language in it”. (as cited in Medjdoub, 2010p.41).

1
''Semana '' means Weak, ‫أﺳﺒﻮع‬
2
''Zawali '' means someone who is poor, ‫ﻓﻘﲑ‬

17
Chapter One Features of the Sociolinguistic Situation in Algeria

1.3. The Original Language Varieties in Algeria

Arabic language is characterized as the language of the Arab world by which it is
adopted to be the official language of many countries including Algeria. Herein, we will
portray a brief overview of three main forms of Arabic language (Classical Arabic, Modern
Standard Arabic, and Algerian Dialectal Arabic) in terms of status, uses, and functions.
Above and beyond, a focus will be on the other most important co-existed language varieties
with Modern Standard Arabic such as: Berber and its varieties, French, English, Spanish, etc.
Furthermore, the present dissertation is mainly interested in describing the major reasons
behind Modern Standard Arabic revitalization. Thus, we will attempt to give clarifications of
the current status of Modern Standard Arabic.
1.3.1. Classical Arabic
Classical Arabic is considered as the first form of Arabic language. It has been
recognized as one of the most important languages over the world because of its immense
vocabulary words and great history. Classical Arabic reflects the Arabs’ identity, culture,
tradition, beliefs, and civilization. Moreover, amongst the most substantial roles which
Classical Arabic plays is that the frozen religious language that is to say Classical Arabic is
the language of Islam.
It is included in many ritual acts such as: worshiping and preaching. According to
Ennaji (2005) Classical Arabic is “a sign of erudition and Arabic scholarship, it is commonly
used by religious scholars to debate Islamic topics or to undertake Islamic studies.”(p.52). for
this reason, one may proclaim that Classical Arabic is an integral part of Islamic beliefs.
In the same vein, Ayatullah (1949) has said that “without Arabic, Islam would be only
imperfectly intelligible.”(p.242). Likewise, it is important to mention that Classical Arabic is
the sophisticated standard language that had made the ancient Arabic literature and poetry
more prestigious. Such claim has been asserted by Ennaji (2005) as “it is a prestigious high
variety and the vehicle of a large body of classical literature, classical poetry, and grammar
books which reflect ancient periods of glory in the history of Arabs and Muslims.”(p.50).
However, the fact is that CA has no native speakers as well as it is not considered
as a mother tongue, and it may be because of its highly codification. Such fact results in
simplifying that language to fit the modern life namely MSA. On the contrary, CA has
become known as a dead language in the sense that is preserved only in Quran, and it is no
longer used in everyday life.

18
Chapter One Features of the Sociolinguistic Situation in Algeria

1.3.2 Modern Standard Arabic

Modern Standard Arabic is also characterized as a second variety of Arabic language
by which it represents the modern form of Classical Arabic. In other terms, because of the
highly codification of Classical Arabic to be used either to communicate or to learn; Modern
Standard Arabic is a simplified form derived from it to fit the requirements of the modern life.
In this respect, Ennaji (2005) has also stated that “standard Arabic is historically related to
classical Arabic in the sense that it is simplified form of it …” (p.53).
In addition, Modern Standard Arabic is also regarded as a prestigious and
standardized language to the extent that it has become both the national and official language
of all the Arab countries as well as it is used in different academic and formal settings: like
education, media, etc. Ennaji (2005) has said that “standard Arabic is widely used in the
media and education to the extent that it has become less archaic than classical Arabic and
accessible to the majority of schooled people.”(p.54). It is worth mentioning that such kind of
Arabic language has played a significant role in simplifying communication between people.
Herein, Kerma (2018) has claimed that MSA “… is a literary form derived from it to meet
social and linguistic needs.”(p.135).
As far as the Algerian context is concerned, MSA has been adopted to be its national
and official language as well as the language of education, administration, government,
media, etc. In fact, Modern Standard Arabic has been recognized for the time being as the
highest language variety. It is important to mention that the main goal of simplifying Classical
Arabic is for easy communication and to serve modern life.
However, Modern Standard Arabic has faced many criticisms in the sense that it is
not regarded as the language of modernism. Moreover, the use of MSA is extensively
influenced by foreign languages especially in terms of speakers’ attitudes and also the impact
of language contact. In other words, many Algerian linguists have investigated the current
status of Modern Standard Arabic at the level of usage by which it has begun to lose its
position in many academic settings where French and the Algerian Dialectal Arabic have
become the dominant language varieties to be used in both formal and informal contexts. On
the one hand, the majority of Algerians tend to use the low variety ADA in many official
settings such as: administration, media, education, university, etc. instead of the high variety
MSA. On the other hand, the use of the French language has become more practical than
Modern standard Arabic especially at universities, banks, insurance, hospitals, etc.

19
Chapter One Features of the Sociolinguistic Situation in Algeria

Furthermore, MSA has also turned out to be an integral part of the most important
policies which Algeria has adopted after its independence namely the Arabization. Such
policy has been described as follow:

‫ إﳕﺎ اﻷﻣﺮ اﻟﺬي ﺗﻌﻨﻴﻪ اﳌﻄﺎﻟﺒﺔ ﺑﺎﻟﺘﻌﺮﻳﺐ ﻫﻮ أن ﺗﺴﺘﻌﻴﺪ اﻟﻠﻐﺔ‬:(2015)‫ﻗﺎل ﻓﻀﻴﻞ‬

‫ وان‬, ‫ﺎ ﰲ ﳐﺘﻠﻒ ﻣﻴﺎدﻳﻦ اﳊﻴﺎة اﻟﻴﻮﻣﻴﺔ‬ ‫و أن ﻳﺮﺳﻢ اﻟﺘﻌﺎﻣﻞ‬,‫اﻟﻌﺮﺑﻴﺔ ﻣﻜﺎﻧﺘﻬﺎ اﻟﻄﺒﻴﻌﻴﺔ‬
،‫ﺎ‬‫ﲤﻜﻦ ﻣﻦ ﳑﺎرﺳﺔ اﻟﻮﻇﺎﺋﻒ اﳊﻴﺔ اﻟﱵ ﲤﺎرﺳﻬﺎ ﻛﻞ اﻟﻠﻐﺎت اﻟﺮﲰﻴﺔ ﰲ اﻟﻌﺎﱂ ﰲ أوﻃﺎ‬
‫ ﲝﻴﺚ ﺗﺼﺒﺢ‬،‫ ﻣﻜﺎﻧﺎ ﻻ ﺣﻖ ﳍﺎ ﻓﻴﻪ‬- ‫ ﻣﻬﻤﺎ ﻛﺎﻧﺖ‬- ‫وأن ﻻ ﺗﺄﺧﺬ اﻟﻠﻐﺔ اﻷﺟﻨﺒﻴﺔ‬
(76‫ ﻫﺬا ﻫﻮ اﻷﻣﺮ اﳌﻔﺮوض )ص‬-‫ﺎﻻت‬‫اﻟﺴﻴﺪة و اﳌﻬﻴﻤﻨﺔ ﰲ ﲨﻴﻊ ا‬
[ Foudil (2015) has said that the issue that ask to Arabization is to
give the Arabic language its natural place, we must officialise its use
and to be practiced in all our different daily life’s domains so as not to
give chance to a foreign language to take its place in which the Arabic
language will become the leader and the most dominated in all fields
this is what need. (p.76) (Our translation]
Accordingly, one may deduce that till now the goal of that process is not regarded as a
complete achievement in the sense that the majority of Algerians do not use MSA in their
social communication. In fact, MSA is rarely used in which it is not considered as the mother
tongue of the Algerians. According to Foudil (2015):

‫ وﻟﻜﻨﻨﺎ ﱂ ﳓﻘﻖ ﻧﻔﺲ اﻟﻨﺘﺎﺋﺞ ﰲ‬،‫إﻧﻨﺎ ﺣﻘﻘﻨﺎ ﻧﺘﺎﺋﺞ ﻫﺎﻣﺔ ﰲ ﻣﻴﺪان ﺗﻌﺮﻳﺐ اﻟﺘﻌﻠﻴﻢ‬
‫ﻣﻴﺪان ﺗﻌﺮﻳﺐ اﻟﺘﻼﻣﻴﺬ وﺗﻌﺮﻳﺐ اﳌﻌﻠﻤﲔ ﻓﻀﻼ ﻋﻦ ﺗﻌﺮﻳﺐ اﳌﻮاﻃﻨﲔ أي أﻧﻨﺎ ﻋﺮﺑﻨﺎ‬
‫ وﳌﻌﺎﳉﺔ‬،‫اﻟﺘﻌﻠﻴﻢ وﻟﻜﻨﻨﺎ ﱂ ﻧﻌﺮب اﻟﺘﻼﻣﻴﺬ واﳌﻌﻠﻤﲔ واﶈﻴﻂ اﻟﺜﻘﺎﰲ اﻟﺬي ﻧﺘﻌﺎﻣﻞ ﻣﻌﻪ‬
‫ﻫﺬا اﻹﺷﻜﺎل ﳚﺐ إن ﻳﻜﻮن ﳌﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ دور ﻛﺒﲑ ﰲ ﺗﻌﺰﻳﺰ اﻻﻧﺘﻤﺎء‬
64-63‫اﻟﺮوﺣﻲ واﻟﺜﻘﺎﰲ…ص‬
[We have achieved great accomplishments in the Arabisation of
Education but we failed to do so with students along with teachers and
even citizens that is we have Arabised Education but not students,
teachers and the cultural background we are and/or deal with. Thus,
to solve this problem, the biggest role must be given to the different
curricula of teaching Arabic in order to reinforce the spiritual and
cultural belonging). (pp.63-64) (Our translation)] .

20
Chapter One Features of the Sociolinguistic Situation in Algeria

Moreover, it is worth mentioning that the current status of Modern Standard Arabic
has been investigated from different perspectives by many Algerian experts. In this respect,
Mili (2007) has listed many facts about the status of MSA in which he asserted that “the
current status of Modern standard Arabic is on the brink of oblivion, irrelevance, and
extinction…Arabic has evolved very little since fifteenth century”. (pp.36-37). These facts are
used to describe the current status of Modern Standard Arabic in which we have focused on
the most significant points that serve our present study. As for the role of Modern Standard
Arabic within technological progress; Mili (2007) has said that “Arabic has not kept up pace
with recent technological/ societal evolution” (ibid).
Likewise, Mili (2007) has stated that “Arab scientists and engineers are working in
other languages (both within and outside Arab countries)… and contributing to the legacy and
tradition of other languages… ”. (p.38)
In the same line of work, it has been stressed that MSA maintenance or even
revitalization is based on users themselves in which Mili (2007) has stated that “we are the
last generation that has an opportunity to save it’’. Moreover, Mili has found that the way we
are dealing with our language is different from the other nations like the English do. In other
words, language is considered as a means of innovation i.e. it is not just as a means for
communication. In the same line of thought, Haugen quoted in pride and Holmes that “every
self-respecting nation has to have a language. Not just a medium of communication a
‘vernacular’ or a ‘dialect’ but a fully developed language”. (as cited in Kerma, 2018,p.).One
can say that language maintenance and development depend on both its vitality in terms of
usage and attitudes towards it.
In fact, from linguistic and sociolinguistic point of view; Modern Standard Arabic has
faced several problems to be developed or even revitalized in the sense that those problems
resulted from language itself and the users’ attitudes of that language.
1.3.3. Algerian Dialectal Arabic
Generally, there are many varieties or dialects used in the Arab world in which those
dialects have played important roles in defining ones’ background such as Moroccan,
Tunisian, Syrian, Egyptian, and Algerian Dialectal Arabic. The latter is regarded as the
mother tongue of most of the Algerians who have always used it in their social life. In this
respect, Kerma (2018) has stated that “Algerian Arabic is the mother tongue of the vast
majority of the Algerian people; It refers to the variety that Algerians use in oral situations
and all interpersonal interactions” (p.136).

21
Chapter One Features of the Sociolinguistic Situation in Algeria

In point of fact, Algerian dialectal Arabic has not been recognized as neither a codified
nor standardized variety of Arabic because it has been affected by many foreign languages
resulted from colonization. It is important to mention that there are variations between the
Algerian Dialects in the sense that someone from the east cannot understand someone from
the west. To illustrate, Fezzioui (2012) has stated that:

Variation doesn’t occur only between SA and AA, but between

the Algerian dialects too, one aspect appears in the use of many
lexical items which varies from one region to another, and
sometimes even between villages, the degree of mutual
intelligibility differs from one region to another, the dialect of
Adrar is not understood by those who live in Algiers … (p.36).

Since our focus is mainly on the status of Modern Standard Arabic within
Algerian society; one may claim that the implementation of it as the Algerians’ only
language of daily communication as well as their mother tongue would ensure the mutual
intelligibility among the various dialects and also help to recover its powerful position within
Algerian society. As a matter of fact, the majority of Algerians have tended to use the
Algerian Dialectal Arabic rather than MSA not only in informal settings but also in the
academic and official contexts such as: education, media, administration, radio and television
programs, art, theatre, university, etc.
Undoubtedly, the use of Algerian Dialectal Arabic, which represents the low variety,
is extensively increased more than before. The great impact of Algerian Dialectal Arabic can
be seen when such kind of low variety has influenced the nature, status, and even the
substantial role of the official, standardized, and the highest language variety that Modern
Standard Arabic plays.
Nowadays, the overuse of Algerian Dialectal Arabic instead of Modern Standard
Arabic has been perceived in some foreign films in which many Turkish series are interpreted
in (ADA). As it is the case of Echorouk TV channel. In other words, ADA is extensively used
by speakers in many official circumstances.
1.3.4. Berber
Berber as a language is regarded as a basic component in North Africa in general and
Algeria in specific since it is characterized as the indigenous language variety of Algerian
inhabitants. In this vein, Ennaji (2005) has asserted that “Berber is the mother tongue of the
first inhabitants of north Africa…” (p.72). He has also described such language variety as a

22
Chapter One Features of the Sociolinguistic Situation in Algeria

non-standardized in the sense that it does not have dictionaries or grammatical rules. Thus, he
(2005) has said that “Berber is neither codified nor standardized; however it is a living
language oral literature, poetry and songs.”(p.74). In fact, since its recognition as being an
official language in the fourth a mendment of the Algerian constitution in 2017, a national
commission has been assigned to codify and/or standardise Berber.
Although it has been asserted by Bouamrane (1986) that Tamazight is the true name of
Berber, the former concept is used only for political intentions to exclude the other varieties
of the latter including; “Tamahaq”, “Chelha”; “Chawia”; “Chenuoa”; and the “Mzabites”
(p.27). Such varieties are spoken by many Algerians in several areas.
In fact, Berber is regarded as another hindrance in front of the ‘Arabization Process’.
According to Benrabah (2007) “opposition to Algeria s’ language policy first came from the
Berber- speaking minority, the Kabylians …” (p.233).
In other Words, the main aim of Berbers is to preserve their own identity and culture
and this it can be reached through giving the Berber language its right to be used as a national
and official language of Algeria. Here in, Mostari (2005) has stated that “Berbers’ aim claims
are to preserve their customs; to cherish their heritage and to promote their language Berber
with its various varieties. They also ask to strengthen their thousand year old identity and to
prevent its dissolution and eradication” (p.47).
Today, Berber, mainly Tamazight, has become the second official and national language of
Algeria by which it is used in several formal settings like in some schools, universities, in
some of the religions where Berbers reside and media. Such claim has been emphasized by
Mostari as “for the time being, Berber is taught in some primary and secondary schools such
as in Bejaia and Tiziouzou. Moreover, the Algerian Television is broadcasting a daily edition
in one of the main Berber dialects…” (p.48).
So far, one can notice that it has become a complex and hard situation for Modern
Standard Arabic revitalization within such linguistic conflict.

23
Chapter One Features of the Sociolinguistic Situation in Algeria

1.4. The Co- existence between MSA and Foreign Languages

If truth be told, amongst the major reasons for impeding Modern Standard Arabic
revitalization in Algeria is language contact situation in which many foreign languages have
been co-existed with Modern Standard Arabic within the Algerian speech repertoire.
Therefore, in this section, we have attempted to give an overview about the co-existence of
foreign languages within the Algerian societies and also the impact of such phenomenon on
the speech of the Algerians.
To begin with, both the French and English languages are taught at the level of
primary/ secondary schools and universities as being the first and second foreign language
respectively in Algeria.
Moreover, it seems that there are also other foreign languages that are taught in our
universities as subject matters including; Spanish, German, Turkish, Russian, Italian, Chinese,
etc. All of those languages are taught at the level of university as well as the use of such
languages has developed in several contexts such as social media, internet, mobiles, laptop,
etc. Undeniably, one can notice that the majority of Algerians are influenced by such foreign
languages in which students are excited about learning them for different purposes.
As far as our context is concerned, we have attempted to check the number of English
students at Ibn Khaldoun University by which it has been discovered that since 2012 up to
2019; the number of those students has increased a lot. The following table represents the
total number of BA (licence) students of each year.

The academic year The total number of students

2012 to 2013 156

2013 to 2014 206

2014 to 2015 283

2015 to 2016 547

2016 to 2017 758

2017 to 2018 1130

2018 to 2019 1196
2.1 BA English Language Students at Ibn Khaldoun University since 2012(The English
Department of Tiaret)

24
Chapter One Features of the Sociolinguistic Situation in Algeria

Strangely enough, either educated or illiterate people in Algeria are influenced by

foreign languages to the extent that they have used them consciously or unconsciously
everywhere. Such claim can be perceived when speakers have mixed different languages like;
English, Spanish, French, etc. in their daily conversations.
The excessive use of those foreign languages especially the French and English
languages even in the daily life of many speakers in the Algerian speech repertoire has been
justified by Azzedine (2007) as follow:

‫ ﻓﻤﺎ ﻣﻌﲎ‬.‫ﺎ اﻟﻌﻮﳌﺔ‬ ‫ وﻫﻲ ﻋﻤﻠﻴﺔ ﻧﻮاﺟﻪ‬،‫اﻟﺘﻌﺮﻳﺐ ﻫﻮ ﻋﻤﻠﻴﺔ اﺳﱰاﺗﻴﺠﻴﺔ ﻟﺘﺤﺪﻳﺪ اﳍﻮﻳﺔ‬
‫اﻟﻌﻮﳌﺔ؟ ﰲ اﳊﻘﻴﻘﺔ اﻟﻌﻮﳌﺔ ﻣﻌﻨﺎﻫﺎ اﻷﻣﺮﻛﺔ واﻷﻣﺮﻛﺔ ﻣﻌﻨﺎﻫﺎ اﻧﺘﺸﺎر اﻟﻠﻐﺔ اﻻﳒﻠﻴﺰﻳﺔ‬
‫ إذا‬... ‫ ﻣﻮﺳﻴﻘﻰ وإﱃ اﻟﺴﻴﻨﻤﺎ‬،‫ ﻏﻨﺎء‬،‫ ﻟﺒﺎس‬،‫ ﺗﻘﺎﻟﻴﺪﻫﺎ ﻣﻦ ﻣﺄﻛﻮﻻت‬،‫ﺎ‬‫ ﻋﺎدا‬،‫وﺛﻘﺎﻓﺘﻬﺎ‬
‫ ﻓﻨﺤﻦ ﻋﻠﻰ اﻷﻗﻞ ﻟﻨﺎ اﳊﻖ ﰲ اﳊﻔﺎظ ﻋﻠﻰ ﻋﻠﻰ‬،‫ﻛﺎن ﳍﻢ اﳊﻖ ﻟﻴﻔﺮﺿﻮا ﻋﻠﻴﻨﺎ اﻷﻣﺮﻛﺔ‬
(317‫ﺷﺨﺼﻴﺘﻨﺎ …)ص‬
[ Arabazation is a strategic process to identify identity; it is a process
that we can face globalization with, what is globalization? In fact, it is
to Americanize any things, it is the spread of English language and its
culture, behaviour, traditions like; food, dress, music and cinema, etc.
If they had the right to impose on us their Americanism, we would
have at least the right to preserve our identity …). (p.317)(Our
translation]
In the same line of thought, Foudil (2015) has stated that:

‫ﺬا اﻟﺸﻜﻞ أﻋﻄﺎﻫﺎ ﺻﻔﺔ ﻗﺮﺑﺘﻬﺎ ﻣﻦ اﻟﻠﻐﺔ اﻟﻮﻃﻨﻴﺔ ﲝﻴﺚ‬ ‫إن اﻧﺘﺸﺎر اﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ‬
‫ وﻫﺬا اﻟﻮﺿﻊ أﺛﺮ ﻛﺜﲑا ﰲ ﺗﻔﻜﲑ‬،‫ﺎ ﻟﻐﺔ أﺟﻨﺒﻴﺔ‬‫ﺎ ﻋﻠﻰ أ‬‫ﺟﻌﻠﺖ اﻟﻨﺎس ﻻ ﻳﻌﺎﻣﻠﻮ‬
(17-16‫ﻢ اﻟﻠﻐﻮﻳﺔ… )ص‬‫اﻟﺸﺒﺎب وﰲ ﻗﺪرا‬
[The spread of French that way gives it a real kinship with our
national language in which people have not dealt with as a foreign
language. Such situation has influenced ‘positively’ on our youths’
ways of thinking and in their linguistic practices. (Our translation) ].
To sum up, it is obviously perceived that all the coexisted varieties in Algeria have
been challenging tasks for Modern standard Arabic revitalization.

25
Chapter One Features of the Sociolinguistic Situation in Algeria

1.5. Challenges of Modern Standard Arabic Revitalization

In fact, the present topic has been investigated from different angles where various
trials have also been anticipated. Here in, we have attempted to portray the current and
foremost challenges for Modern Standard Arabic revitalization.
1.5.1. Public Perceptions towards MSA and Foreign Languages
Today, it is important to mention that language attitude has an integral role in the field
of language revitalization in the sense that the more language attitude is positive; the more
that language would be the dominant one within a given society.
As far as the Algerian context is concerned, one can notice that the national and
official language needs a great deal and enough efforts to be revitalized mainly because of
peoples’ attitudes towards Modern standard Arabic in which the majority of the Algerian
peoples do not have the positive attitude towards MSA. In other words, they think that MSA
is not the suitable language for their daily communication and feel ashamed of using it in the
sense that it is a complex language as well as they see it as only the language of Koran.
As a matter of fact, Modern Standard Arabic does not represent the mother tongue of
the Algerian society; that is why they do not have any kind of motivation to use it to
communicate. Such claim has been asserted by Foudil (2015) that:

‫" أي‬،‫إن اﻫﺘﻤﺎﻣﻨﺎ ﻗﺪ ﺗﺮﻛﺰ ﻛﺜﲑا ﺣﻮل اﻟﺘﻌﺮﻳﺐ اﳉﺰﺋﻲ ﻛﻤﺎ ﻳﺴﻤﻴﻪ اﻟﺸﻴﺦ اﻹﺑﺮاﻫﻴﻤﻲ‬
‫ وﻟﻜﻨﻨﺎ ﻗﺼﺮﻧﺎ ﺑﻌﺾ اﻟﺸﻲء ﰲ اﻟﺘﻌﺮﻳﺐ اﻟﻜﻠﻲ أي ﺗﻌﺮﻳﺐ اﻟﻔﻜﺮ‬...،"‫ﺗﻌﺮﻳﺐ اﻟﻠﺴﺎن‬
...‫واﻟﺴﻠﻮك واﻟﻮﺟﺪان‬
[our focus is cantered a lot on a partial Arabization as El Ibrahimis
called “Tongue Arabization” , ...and we used to neglect, somehow, the
total Arabization which is the Arabization of thought, attitude , and…
(Our translation) ]
Amazingly, it is claimed that most Algerians are excited to use foreign languages
instead of their own language, as it is the case of the French language. In this respect, It has
been clearly stated by Foudil (2015) that:

‫إﻧﻪ ﻫﻨﺎك ﻣﻦ ﻳﻌﺘﱪ اﳌﻄﺎﻟﺒﺔ ﺑﺘﻌﻤﻴﻢ اﻟﺘﻌﺮﻳﺐ ﰲ ﻛﻞ دواﻟﻴﺐ اﻟﺪوﻟﺔ ﻫﻮ ﻧﻮع ﻣﻦ اﻻﻧﻐﻼق ﻋﻠﻰ‬
(77‫ )ص‬...‫ﻢ ﻳﺘﺼﻮرون أن اﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ ﻫﻲ اﻷداة اﻟﻮﺣﻴﺪة اﳌﺆﻫﻠﺔ ﻻﻛﺘﺴﺎب اﻟﻌﻠﻢ‬‫ ﻷ‬،‫اﻟﺬات‬
[ (There are who consider the demand for generalising Arabization
within all the governments’ fields is a kind of self-closure because

26
Chapter One Features of the Sociolinguistic Situation in Algeria

they believe that French is the unique tool that is qualified to acquire
and/or obtain scientific knowledge (Our translation) ]

Currently, most of the Algerians have positive attitudes towards foreign languages
especially the international language “English” as well as they tend to acquire or to master
those languages through different means. It seems that they are interested in using foreign
languages at the expense of their national language MSA. The omnipresent circumstances
have been described by Foudil (2015) as follow:

‫ إﳕﺎ ﻫﻲ ﻣﻌﺮﻛﺔ ﻣﻊ اﻟﺬات‬،‫اﳌﻌﺮﻛﺔ اﻟﱵ ﻧﺘﺒﻊ وﻗﺎﺋﻌﻬﺎ ﻟﻴﺴﺖ ﻣﻌﺮﻛﺔ ﺑﲔ وﻃﻨﻴﲔ وأﺟﺎﻧﺐ‬
‫ﺻﺪام ﻗﺎﺋﻢ ﺑﲔ اﻟﺪاﻋﻤﲔ ﻟﻠﻮﺿﻊ اﻟﻠﻐﻮي‬... ‫ ﻓﺎﻟﺼﺪام‬...‫ﺗﻮاﺟﻪ ﻓﻴﻬﺎ اﻟﺒﻼد أوﺿﺎﻋﻬﺎ‬
(17/16‫ وﺑﲔ اﻟﺮاﻓﻀﲔ ﳍﺬا اﻟﻮﺿﻊ … )ص‬... ‫اﳌﻮروث‬
[The incidents of the battle that we witness its steps is not between
nationalists and foreigners, but it is a self-conflict that the nation is
confronted with its linguistic problem … the conflict … is a conflict is
between the supporters and opponents of the inherited linguistic
situation. (Our translation) ].
When all's said and done, one may claim that foreign languages are more practical
within Algeria rather than its national and official language MSA as well as such assertion
will be confirmed in the next chapter.
1.5.2. The Lack of Awareness of Modern Standard Arabic Revitalization
In fact, it seems that Modern Standard Arabic revitalization depends on its users, their
attitudes, and the authoritative demand for developing the Arabization Process. The latter has
a great impact on the status of MSA in which Foudil has described the Mutual relationship
between Modern Standard Arabic language and the Arabization Process as follow:

‫اﳊﺪﻳﺚ ﻋﻦ اﻟﻠﻐﺔ وﻋﻦ اﻟﺘﻌﺮﻳﺐ ﻫﻮ ﺣﺪﻳﺚ ﻋﻦ اﻟﺬات وﻋﻦ اﻟﺸﺨﺼﻴﺔ وﻋﻦ اﻟﺜﻘﺎﻓﺔ‬
(49 ‫) ص‬... ‫وﻋﻦ اﳌﻀﻤﻮن اﳊﻀﺎري اﳌﻮﺟﻪ ﻟﺒﻨﺎء اﻻﻧﺴﺎن ﰲ ﳎﺘﻤﻌﻨﺎ‬
[The talk about a language and Arabization is the talk about self and
character, culture and civic content that are directed to build the
human being in our societies. (Our translation) ].

27
Chapter One Features of the Sociolinguistic Situation in Algeria

If truth be told, most of the Algerians lack motivation towards Modern Standard
Arabic revitalization due to their negative attitudes towards using Modern Standard Arabic in
their social life. In addition to that, being exposed to globalization has become one of the most
essential preoccupations of the majority of Algerians. In this regard, Belaid (2008) has stated
that:

‫ ﻓﻬﻞ ﺣﺼﻞ وﻋﻲ ﺑﻀﺮورة ﻏﺮس اﳊﺐ ﰲ‬،‫أﻗﺼﺪ ﻫﻨﺎ ﻣﻘﺎم اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﰲ ﳎﺘﻤﻌﺎﺗﻨﺎ‬
(154‫ )ص‬...‫ ﺑﺎﻋﺘﺒﺎرﻩ ﻣﺪوﻧﺔ اﻟﻌﺮب‬,‫ وﺣﺐ اﻷدب اﻟﻌﺮﰊ‬،‫اﻟﻔﺼﺤﻰ‬
[ I mean here, the status of Arabic language in our societies, is there
awareness of the necessity for seeding the adoration of MSA and
affectionate its literature taking into consideration that it is the code
and/or record of Arabs … (Our translation) ]

Accordingly, it is clearly seen that MSA lacks its speakers’ awareness of its heritage
and needs their worth and attention to be used in their daily communication. Strangely
enough, when we look at the western countries, we find that they do all their best to maintain
their own language as the dominant one. Herein, Belaid (2008) has stated that:

‫ﺰﻫﺎ‬ ‫ وﳚﺐ اﻟﻮﻋﻲ ﺑﺎﳍﻮﻳﺔ اﻟﻠﻐﻮﻳﺔ اﻟﻮﻃﻨﻴﺔ اﻟﱵ ﳚﺪر ان ﺗﻜﻮن ﻣﺴﻴﺠﺔ ﺗﺴﻴﻴﺠﺎ ﻻ‬...
‫ﺎ ﺷﺨﺼﻴﺘﻬﺎ اﻟﺪاﺧﻠﻴﺔ ووﺟﻬﻬﺎ‬‫ﺘﻢ ﺑﻠﻐﺘﻬﺎ ﻷ‬ ‫ ﻛﻤﺎ ﺗﻔﻌﻞ اﻟﺸﻌﻮب اﻟﱵ‬،‫اﻟﻌﻮاﻃﻒ‬
(154‫اﳋﺎرﺟﻲ )ص‬
[… And we have to be conscious of our national linguistic identity
that must be well- fenced in so as not to be driven by emotions, similar
to that has been done by other nations that have taken care about
their languages because they are their internal characters and
external faces…”(Our translation) ]

Last but not least, it is worth mentioning that the negative attitude towards Modern
Standard Arabic has been recognized as one of the most decisive obstacles that MSA revival
has faced. Moreover, the leader Amirouche has said that “Arabic has failed within the failure
of people, now we have to be proud of it and its people, it has to get its place in schools,
administrations, and in all our daily life” (as it is cited in Foudil, 2015, pp.157-158).

28
Chapter One Features of the Sociolinguistic Situation in Algeria

1.6. Conclusion
To sum up, this chapter has attempted to assess the current status of Modern Standard
Arabic within the Algerian speech repertoire. In other words, we have examined the great
influence of language contact. Besides, it has also assessed the value of both Modern standard
Arabic and foreign languages in terms of speakers’ language attitudes. It has assumed that
most of the Algerians have positive attitudes towards foreign languages rather than Modern
Standard Arabic resulted in the lack of awareness of the importance of Modern Standard
Arabic revitalization and this what we hope to show in the next chapter in much more details
in which it will highlight the most significant facts related to the present study.

29
Chapter Two The History and Story of the Arabization Process in Algeria

Chapter Two
The History and Story of the Arabization Process in Algeria

2.1 Introduction ............................................................................................................................ 31

2.2 Early Research on Language Planning and Language Policy ................................................ 31
2.3. Language Planning and Language Policy ............................................................................. 31
2.4. Language Planning and Language Policy in Algeria ............................................................ 31
2.5. Arabization Process in Algeria .............................................................................................. 34
2.5.1. Arabization between External and Internal Influences ................................................... 34
2.5.1.1. External Influences ....................................................................................................... 35
2.5.1.1.1. French Occupation ................................................................................................... 35
2.5.1.1.2. Second Language Acquisition.................................................................................. 35
2.5.1.1.3. Globalization ............................................................................................................ 36
2.5.1.2. Internal Influences ........................................................................................................... 37
2.5.1.2.1. The Diglossic Situation in Algeria ........................................................................... 37
2.5.1.2.2. Bilingual Education ................................................................................................... 38
2.5.1.2.3. Language Contact ...................................................................................................... 38
2.6. Language Loss, Endangerment and Language Revitaization ............................................... 39
2.6.1. Language Revitalization ................................................................................................. 39
2.6.2. Language Revitalizations’ Factors and Steps.................................................................. 40
2.6.3. Language Functions ........................................................................................................ 41
2.6.3.1. Language, Culture, Society and Religion.................................................................. 41
2.6.3.2. Language Attitude and Identity .................................................................................. 43
2.7. Conclusion............................................................................................................................. 44

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Chapter Two The History and Story of the Arabization Process in Algeria

2.1. Introduction
The present chapter is dedicated to review the related literature to status of Modern
Standard Arabic in Algeria. It focuses on the history of language planning and language
policy studies in general then restricting it to the Algerian context. On the one hand, it reveals
key related concepts including; language planning and language policy along with its types,
ideologies, stages, and goals. On the other hand, it discloses an overview of language
planning and language policy in Algeria narrowing it down to the Arabization Policy within
its internal and external influences. Then, this dissertation will shed light on one of the most
substantial goals of language planning. Finally, it will conclude with the importance of
language in society in terms of identity, culture, attitude, and religion.
2.2. Early Research on Language Planning and Language Policy
Before dealing with language planning and language policy, it is essential to shed light
on language itself. Language has been of great interest to sociolinguists due to the significant
role that plays in human social life. According to Isayev (1977) “language is a nation most
obvious and most important attribute. There is no such thing as a nation without a common
linguistic basis” (p. 192). In 1950s and 1960s, language planning and language policy were
coined when decolonized nations sought to find solution to their language problems. The
issues of language planning and language policy have been traced back to the sociolinguistic
sphere since five decades in which many scholars and social scientists are interested in
studying the relationship between language and social problems.
2.3. Language Planning and Language Policy
Many scholars have provided various definitions to the term ‘language planning’
including; Haugen(1959, 1969),Fishman(1971,1972,1973,1974),Rubin and Jerund( 1971) ,
Joseph( 1971) , Kaplan and Baldauf (1997), and Shiffman(1996). However, Haugen was the
first who introduced such concept in analytical literature in 1966. In this respect, four main
language planning definitions are proposed as follow: Fishman (1974) has pointed out that
“the term language planning refers to the organized pursuit of solutions to language
problems…” (p. 79). Within the same vein, Weinstein (1980) has asserted that “a government
authorized, long term sustained and conscious effort to alter a language itself or to change a
languages’ functions in a society for the purpose of solving communication problems” (p.55).
Besides, Karam (1974) has stated that “the language planning terms reviewed refers to an
activity which attempts to solve a language problem, usually on a national scale, and which
focuses on either language form or language use or both” (p.105). Recently, Kaplan &

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Chapter Two The History and Story of the Arabization Process in Algeria

Baldauf (1997) have stated that “language planning is an activity, most visibly undertaken by
government, intended to promote systematic linguistic change in some community of
speakers” (p.xi)
In view of the above states of affairs, one might say that ‘language planning’ is a
process which is mainly interested to study language from the linguistic perspective taking
into consideration the speakers of the targeted society in order to support it.
In the same line of work, Kloss (1969) has distinguished two distinctive activities of
language planning namely; ‘corpus planning’ and ‘status planning’. According to Cooper
(1989) the first aspect “refers to the modification or maintenance of the actual forms of
language”. Besides, corpus planning has been involved three main stages called
Graphization, Standardization and Modernization. However, the second one means “the
various functions that languages have in society by which, the object of status planning is
viewed to be recognition by a national government of the importance or position of one
language in relation to others” (ibid). More to the point, Stewart (1968) has outlined ten
functional domains of language planning including; official, national, religious, and
educational language; that is to say the role of language within society.
Another contribution to the study of ‘language planning’ has been provided by
Cobarrubias (1983) who has stated four ideologies that may stimulate decision- making in
language planning in a given society called: linguistic assimilation, linguistic pluralism,
vernacularization and internationalism. Furthermore, thorough studies have pointed out the
principle goals of such process in which eleven (11) language planning goals has been
proposed by Tauli (2003). We will state, here in, the most relevant ones that go in parallel
with the objectives of the present study including; language revival, language maintenance,
language spread, language purification, and lexical modernization. In the same vein, Robin
(1971) has listed four main stages for a successful language planning; Fact-Finding, Actual
planning, implementation, Feedback.
As for ‘language policy’, Shiffman (1996) has defined it as:
The term language policy here refers, briefly, to the policy of a
society in the area of linguistic communication – that is, the set
position, principles and decisions reflecting that community’s
relationships to its verbal repertoire and communicative
potential. Language planning is understood as a set of concrete
measures taken within language policy to act on linguistic

32
Chapter Two The History and Story of the Arabization Process in Algeria

communication, typically by directing the development of its

language.
Thus, ‘language policy’ is interested in addressing language strategy (ies) taken by
the government to maintain the verbal repertoire used in the speech of the population of that
government. Hence, ‘language planning’ and ‘language policy’ has been recognized as the
most important areas of research within sociolinguistics and within the social sciences and
humanities.
2.4. Language Planning and Language Policy in Algeria
We can differentiate three main language planning and language policy periods
in the Algerian context. First, Algeria before the French colonization had not witnessed any
kind of such process. In other words, since Classical Arabic (henceforward CA) is an integral
part of Islamic religion; Islamic Institutions had survived until 1830 such as: the Mosques and
Zaouias. Such institutions were Koranic schools and Madrasa for teaching the Classical
Arabic. In the same line of thought, at that time; the Classical Arabic language has been
preserved through such kind of teaching as it has been described by the following statement:

‫( ﻗﺎل إن اﻟﺘﻌﻠﻴﻢ ﰲ اﳉﺰاﺋﺮ ﻗﺒﻞ اﻻﺣﺘﻼل ﱂ ﺗﻜﻦ ﻟﻪ ﻫﻴﺌﺔ ﻣﺮﻛﺰﻳﺔ‬2007) ‫ﻗﺎدري‬

‫ وإﳕﺎ ﻛﺎن ﻫﻨﺎك ﻣﺎﻳﺸﺒﻪ ﻣﺆﺳﺴﺎت ﺗﻌﻠﻴﻤﻴﺔ ﳏﻠﻴﺔ أو ﺟﻬﻮﻳﺔ أو ﺑﻌﺾ اﻟﺰواﻳﺎ‬....‫ﺗﺴﲑﻩ‬
.‫اﻟﱵ ﻛﺎﻧﺖ ﺗﻌﲏ ﺑﺎﻟﺘﻌﻠﻴﻢ وﺣﻔﻆ اﻟﻘﺮان اﻟﻜﺮﱘ‬
[Kadri (2007) has stated that education in Algeria before colonization
did not have central corps to control to it … but there has been what
is called local or regional institutions or some Zaouias which took
care of education and Koranic reservation…(Our translation)] .
In fact, such kind of education has played a significant role in preserving
Classical Arabic at that time.
Second, during the French colonization, which lasted from 1830 to 1962; the French
colonial policy aimed at imposing both the French language and their culture on the Algerian
society since those religious institutions had been destroyed. The eradication of Classical
Arabic as a language, and Islam as a religion was the main concerns of France in which the
French language has been imposed to be taught in all levels of teaching; while, Classical
Arabic was deemed as a foreign language. Deemer (1972) has said “… whereas the high level
schools such as’ Madrasas’ associated with the Mosques and the schools of ‘Zaouia’ of the
religious brotherhoods virtually disappeared”

33
Chapter Two The History and Story of the Arabization Process in Algeria

However, many of Algerian and religious leaders have made great efforts to protect
the Arab-Islam identity by introducing the use of Classical Arabic in all domains such as:
education, administration, mass media, and mosques. Third, such great efforts has been
continued till the day of independence where the Algerian political leaders and successive
government tried to revive the status of Modern Standard Arabic language through tackling
the process of Arabization as a reaction to the French linguistic imperialism.
2.5. Arabization Policy in Algeria
The term Arabization has been recognized as one of the most significant task in the
Arab world in general and in Algeria in specific. In order to regain the Arab Muslim identity,
Algeria has adopted such process which means the extensive use of Modern Standard Arabic
in all domains. Kerma (2018) has said that “… the latter is assumed to be a functional
instrument in all spheres of society, particularly administration, the mass media and school.’’
Besides, he has also stated that the ‘Arabization Policy’ is a means to correct the inherited
colonials’ linguistic situation and to make Algeria as a united nation politically and
linguistically (ibid). In this respect, the president Boumedienne (1968) has said “without the
recovery of this essential and important element which is the national language, our efforts
remain in vain, our personality incomplete and our entity body without soul.”
In view of that, the ‘Arabization Policy’ has been progressed through different periods
in which each stage had realized considerable results such as: that of those presidents Ben
Bella (1962-1965), Boumedienne (1965-1978), and Mohamed Kharoubi (1979-1998). Such
political leaders have played an important role in the implementation of ‘Arabization Policy’
in the Algerian speech repertoire. Undeniably, one may say that the ‘Arabization process’ had
had a great attention to be achieved at that time. However, Kerma (2018) has asserted that
“two kinds of difficulties may be singled out: social and technical… Hence, Arabization could
not be easily achieved. MSA has no speech community since it lacks vitality”
(p.138).Moreover, such process has faced many problems being external or internal influence.
We will explain in general those major obstacles as follow:
2.5.1. Arabization between External and Internal Influences
On the one hand, we mean by the external influences the outcomes of implementing
the teaching of French at all levels of education besides the acquisition and/or learning other
languages due to the widespread of an omnipresent phenomenon called globalization. On the
other hand, internal factors occur because of language contact and the linguistic diversity in
Algeria. Thus, the Algerian speech repertoire has been characterized as a diglossic situation
resulted in adopting bilingual education.

34
Chapter Two The History and Story of the Arabization Process in Algeria

2.5.1.1. External Influences

The ‘Arabization Policy’ has been influenced by three main obstacles namely; the
French occupation, second language acquisition, and the impact of globalization. In what
follows, we will explain these problems.
2.5.1.1.1. French Occupation
Algeria was under the French rules for 132 years. Holt (1994) has stated that “one
hundred and thirty years of language and educational policy determined by an outside power
have evidently left deep scars” (p.25). In other words, such long period of the French
colonization has influenced the Algerians linguistically in the sense that Algeria was
considered a part of France where French was ranked as an official language. Moreover, the
eradication of Modern Standard Arabic language was the main interest of colonials’ policy.
Thus, the ‘Arabization Policy’ cannot be achieved without such essential element. Gordon
(1962) has stated that “when the Portuguese colonized, they built churches; when the British
colonized, they built trading stations; when the French colonized, they built schools.”
Accordingly, the French colonization is characterized as an invasion through schools. The
latter has been recognized as the basis of the Arabization failure.
2.5.1.1.2. Second Language Acquisition and/or Learning
The expression ‘Second Language Acquisition’ has been defined and explained by
many researchers in different ways. Ellis (1994) has described such concept as:
The systematic study of how people acquire a second language … is a
fairly recent phenomenon, belonging to the second half of the
twentieth century … this has been a time of the global village and the
worldwide web, when communication between people has expanded
way beyond their local speech communities. As never before, people
have had to learn a second language, not just a pleasing pastime, but
often as a means of obtaining an education or serving employment.
Accordingly, as a result of language contact; speakers have to acquire a second
language unconsciously or through learning that language for specific purposes. In other
words, people who have different languages tend to communicate with each other easily that
is why they are more interested in acquiring and/or learning other languages. He has also
stated that “ second language acquisition then, can be defined as the way in which people
learn a language other than their mother tongue, inside or outside of a classroom…”( ibid).

35
Chapter Two The History and Story of the Arabization Process in Algeria

Since the world has witnessed a common phenomenon called ‘language contact’,
learning and/or acquiring other languages comes to be as an area of common interest in the
sense that many societies along with their cultures and identities have exchanged ideas and
ideals. As far as the Algerian context is concerned, though the ‘Arabization Process’ has
been considered as the central goal; Algeria has adopted the French language to be taught at
primary and secondary schools. The implementation of learning and/or acquiring the French
language at early age can be seen as a hindrance in front of the ‘Arabization Policy’.
Moreover, there are other foreign languages that the Algerian students have learnt them at the
level of university and secondary school such as: English, Spanish, German, Russian, etc. In
fact, one may assume that it is not easy for the ‘Arabization Process’ to be achieved within
such linguistic diversity.
2.5.1.1.3. Globalization
The concept of ‘Globalization’ seems to be as one of the most important tasks to
investigate due to its long history. To illustrate, Thomas Loren Friedman is one of the most
famous historians and writers who has divided the history of such phenomenon into three
periods in which the third period lasted from 2000 to present and it has shaped the current
situation of world. Moreover, four main types of globalization can be distinguished; the
economic, political, ecological, and cultural globalization. One can say that such phenomenon
with its various types has a great impact on societies. (as Cited in El-Kebbar, 2014-2015).
Algeria as a developing country has been influenced by globalization to the extent that
most Algerians have imitated such western thought in all spheres such as: food, hair style,
style of their dress, etc. So, it is a kind of cultural transmission. The greatest impact of
globalization can be seen when we see that most Algerians are more excited about foreign
languages in favour of their language as it is confirmed by El-Kebbar that “the impact of
globalization is obvious in the linguistic usage of people…”(ibid). In other words, in Algeria,
due to modern technologies advances; foreign languages like French and English have
become more practical than Modern Standard Arabic. Consequently, globalization is also
characterized as one of the most crucial obstacles to the ‘Arabization Process’. According to
Ennaji (2005):
Westernization in this means the adoption of a set of borrowed
western cultural strategies to achieve socio- economic development at
the cost of losing the traditional Arab-Islamic identity. One way of

36
Chapter Two The History and Story of the Arabization Process in Algeria

limiting cultural and scientific dependence on the west is

indigenization, which means greater use of native language. (p.33)
In fact, such phenomenon has influenced the important role of our language to be the
dominant language among the Algerians resulted in losing our cultural identity.
2.5.1.2. Internal Influences
The ‘Arabization Policy’ has been also affected by language contact in general, and
the Diglossic situation in specific. What is more is bilingual education. We will see in terms
of what those factors has influenced the ‘Arabization Policy’ success.
2.5.1.2.1. The Diglossic Situation in Algeria
The term ‘Diglossia’ is characterized as one of the most important outcomes of
language contact. Many distinctive definitions are given to such phenomenon. William
Marcais (1930) was the first one to introduce the concept ‘Diglossia’ to describe the
sociolinguistic situation of Arabic countries where two different language varieties being
related like Modern Standard Arabic and Algerian Dialectal Arabic or unrelated such as:
French with MSA are used for different purposes. ‘Diglossia’ has been defined by Ferguson
(1959) as “… the side- by-side existence of historically and structurally related languages
varieties”. However, Fishman (1967) has stated that “a diglossic situation can occur
anywhere, where two languages varieties even unrelated ones are used in functionally distinct
ways.” In other words, ‘diglossia’ means the use of high variety (H) and low (L) variety in
which the first is used for formal and official settings; whereas, the second is used in intimate
or informal situations.
As far as the Algerian context is concerned, the ‘Diglossic’ situation can be seen when
more than one language varieties are used by Algerians in which most of them tend to mix
between the high variety (MSA or French or other foreign languages) and the low
variety(ADA) in their daily communication. In fact, such complex situation of sociolinguistic
has influenced the role of each variety in the sense that the Algerian Dialectal Arabic
(henceforward ADA) is commonly used in many formal contexts like: Mass media,
Education, and Administration instead of using the high variety which is Modern Standard
Arabic (hereafter MSA). The stability of Diglossia is one of the most important points made
by Ferguson; however, Ait Habbouche (2013) has stated that “Diglossia situations are not
always stable and may change in the sense that the H variety becomes the L and vice
versa.”(p.29).Besides, she has confirmed such statement as “Arabic Diglossia is not a
relatively stable situation … Diglossia in Arabic (perhaps elsewhere too) involves the

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Chapter Two The History and Story of the Arabization Process in Algeria

interaction of two systems, one well- defined, the other ill- defined.”(as Cited in Kaye,1972
p.47). So, when we see the pervasive co-existence of Modern Standard Arabic representing
the well- defined system that is to say the standard form with the Algerian Dialectal Arabic
which is characterized as ill-defined system; it is clear that such unstable Diglossic situation
has also influenced the ‘Arabization Process’.
2.5.1.2.2. Bilingual Education
One may claim that when the Modern Standard Arabic language is implemented as
the only language of instruction i.e. no place to the colonial language (French); especially at
the level of primary school to ensure a successful Arabization policy in particular, and a
successful education in general. However, there are many views being for or against the
process of Arabization on the one hand; and the adoption of bilingual education on the other
hand.
In this respect, Meghrebi (1977) has distinguished four groups with different attitudes
to the problem. Starting with the first group who favours a total Arabization, and no place to
the French language; whereas, the second group advocate the use of the French language
thinking that it is the language of technology and development of the country, and Classical
Arabic is considered as a dead language. As for the third group is for bilingualism whereby
Classical Arabic is viewed as just a language of religion, literature, and arts. According to this
group, French is the suitable language for teaching the scientific and technological disciplines.
(as Cited in Bouamrane, 1986 pp.254-255).
From what has been mentioned, it seems that the majority of those groups are more
likely to favour bilingualism. The latter is also characterized as an internal factor which
constitutes many obstacles to successful Arabization. In the same vein, Ennaji (2005) has
stated that “in some bilingual situations, the second language is so powerful that it provokes
loss of the mother tongue. Loss of language identity may result from adopting the ex-
colonizers’ language in vital sectors of life …” (p.25). This is the case of the Algerian
contexts where the French language is used in all active fields such as: mass media,
university, administration, etc.
2.5.1.2.3. Language Contact
The ‘Arabization Policy’ has also faced the most effective phenomenon which is
language contact. Such linguistic phenomenon emerged due to many reasons such as: wars,
trade, colonization, mixed marriages, emigration, etc. Thomason has said that “language
contact is everywhere: there is no evidence that any languages have developed in isolation

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Chapter Two The History and Story of the Arabization Process in Algeria

from other languages.” The term language contact means that when different languages or
language varieties are spoken in adjacent areas. As far as the Algerian context is concerned,
language contact situation can be seen when more than one language varieties comes into
contact including; Modern Standard Arabic, French, Berber and its varieties, Algerian Arabic,
English, etc. Such linguistic situation leads to the emergence of several outcomes such as:
Multilingualism, Diglossia, Bilingualism, Borrowing, Code-switching, Code-mixing, etc. In
fact, all of these concepts have a great impact on the nature of a given language in terms of
structure, grammar, pronunciation, and even its status. For example, Modern Standard Arabic
is widely influenced by the French language. Moreover, language maintenance, language
shift, and second language acquisition are three main distinctive broad types of language
contact. One might say that the majority of Algerians tend to switch, mix, shift, borrow and
even insert words from different language varieties in their daily conversations. Thus, the
process of Arabization seems to be as an inflexible dogma.
2.6. Language Loss, Endangerment and Language Revitalization
The section that follows will be devoted to present an over view about ‘Language
Revitalization’ in terms of What? Why? And How? Besides, it will reveal some important
values related to language of a given society including: identity, culture, attitude and religion.
2.6.1. Language Revitalization
It is very important to mention that any language is not stable because of many factors
being external or internal. Those factors have great influence on language stability to the
extent that would lead to language loss, language endangerment, language shift, language
extinction, or language death. Such fact resulted in the prerequisite efforts to preserve
language. Thus, one of the most substantial subfield of linguistics comes to be as the most
significant area of interest to investigate the reasons behind languages instability due to its
essential role in language maintenance which is commonly referred to in sociolinguistics as
‘language revitalization’.
In this respect, Grenoble & Whaley (2006) have stated that “language revitalization,
by definition takes place in communities that are undergoing language shift. Thus,
revitalization is necessarily situated within a complex context…” This means that ‘language
revitalization’ refers to efforts to restore the vitality of a language as well as it is required
when those communities begin to shift from one language to another as a result of their
linguistic diversity. Furthermore, Hinton (2001) has said that “… language revitalization
refers to the development of programs that result in re- establishing a language which has

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Chapter Two The History and Story of the Arabization Process in Algeria

ceased being the language of communication in the speech community and bringing it back
into full use in all walks of life.” Accordingly, ‘language revitalization’ programs have played
a significant role in the sense that such programs would ensure the maintenance of language
to be used for daily communication in a certain speech community.
In the same line of work, Hinton (2001) has recognized different approaches used in
language revitalization efforts including; school-based programs that are involved within the
teaching of the endangered languages as a subject in bilingual education or immersion school
and classrooms, and culture programs, children’s programs outside of school that are included
after- school programs in summer intensive language and culture camps, Adult programs are
included in evening classes for adult and their families, community recreation programs, and
Master- apprentice programs, Home-based programs are aimed at founding transmission
across generation, and contain both the parent and the grandparent generation. The last one is
Documentation and Material Development which are used as authentic visual aids. In fact, as
a result of the emergence of the phenomenon ‘language loss’; the significance of ‘language
revitalization’ continues to be investigated over time.
2.6.2. Language Revitalizations’ Factors and Steps
One may ask about the major reasons or factors for language revival. The United
Nations Educational, Scientific and Cultural Organization ( UNESCO) through its expert
group on endangered languages classifies nine (9) factors for evaluating the vitality of a given
language including; intergenerational language transmission, absolute number of speakers,
proportion of speakers within the total population, trends in existing language domains,
response to the new domains and media, availability and promotion of materials for language
education and literacy, governmental and institutional language attitudes and policies
including official status and use, community members’ attitudes towards their own language,
and the amount and quality of documentation.
Generally speaking, ‘language revitalization’ is interested in the assessment of
language vitality in terms of its form and status in different spheres. Moreover; it is very
important to mention that both Fishman (1991) and Hinton (2001) have provided many stages
towards ‘language revitalization’. Such stages have been displayed in Hinton’s model as
follow: language assessment and planning, use available materials to reconstruct the language
and develop language pedagogy, document the language of the elderly speakers, develop a
second- language learning program for adults, redevelop and enhance cultural practices that
promote the use of endangered language at home and in public, develop intensive Second
language-learning for children, use of language at home as the primary language of

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Chapter Two The History and Story of the Arabization Process in Algeria

communication, expanding the use of the language into different local domains such as
government and media, and expanding the use of language outside the community to
promote the language to be as one of wider communication.
Another contribution involved in such kind of process is that of David Crystal in his
book ‘Language Death’ (2000). He argues that the speakers of that language would ensure its
maintenance and vitality if they increase their prestige within the dominant community,
increase their wealth, increase their legitimate power in the eyes of the dominant community,
have a strong presence in the education system, can write the language down, and can make
use of electronic technology.
From what has been mentioned above; it seems that the contributions of those linguists
along with its efforts have played a substantial role in establishing such important field of
linguistic in the sense that language revitalization has to do with a very essential and
considerable value that concerns any country in the world.
2.6.3. Language Functions
One might deduce that the loss of language is the loss of its main values such as:
societal norms, culture, identity, and religion. So it is very important to mention that the
establishment of language revitalization as a notion of linguistic is considered as one of the
most interesting branch to investigate in the sense that it plays another crucial role in
preserving not only language itself but also the society, culture, identity, and religion. Such
fascinating values are strongly interrelated with language.
Thus, intensive studies have been conducted to investigate the
relationship between language and society, culture, identity, and religion as well as language
attitude and power. Such great interest in language leads to the emergence of different fields
to study and investigating the relationship between those values and language including
sociolinguistics, anthropology, sociology, and psycholinguistics. We will see to what extent
language is strongly associated to those principles. One might assume that because of such
great impact of language; we cannot deny the vital role of language revitalization.
2.6.3.1. Language, Culture, Society and Religion
Language is an important part of a speaker’s society, culture, identity, religion, and
attitude. It also plays an important role in the construction of society and understanding
people’s thoughts as well as expressing their own feelings besides; it is considered as an
essential means in shaping identity. In this respect, Fasold (1990) says that:

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When people use language, they do more than just try to

get another person to understand the speakers’ thoughts
and feelings. At the same time, both people are using
language in subtle ways to define their relationship with
each other, to identify themselves as part of social group,
and establish the kind of speech event they are in. (p.01)
In view of the above states of affairs, language is not considered just as a mean of
communication, but it has to do with different functions like cultural transmission. Mostari
(2014) has stated that language has also a another fundamental role in terms of culture
spread as well as in conveying and preserving it with its values and traditions. She has
claimed that “… if languages disappear, cultures die…” Such claim explains the fact that
language and culture are strongly interrelated. In this respect, Ennaji (2005) describes the term
culture as follow: “Culture is what basically characterizes a society as an identifiable
community; it encompasses language, history, geography, religion, the political system,
literature, architecture, folklore, tradition and beliefs’’ (p.24). It is worth mentioning that
globalization has a great impact on language and culture relationship resulted in the
emergence of an omnipresent phenomenon namely what is commonly known as cultural
globalization. In other words, cultural globalization is a type of globalization by which it is
described by El-Kebbar’s investigation as the exchange of thoughts and values around the
world resulted in the creation of social relations. Moreover, due to many reasons such as
media and internet; different cultures come into contact. In fact, such great contact can go
much further than that while affecting language, identity, society, attitude and even religion.
One may claim that there is a mutual influence between language and society by
which language represents the power of that society as well as it plays an important role in
nation- building in terms of financial and political development, and other spheres. Taking the
English language as an example where it is characterized as an international language.
Subsequently, one can say that societies have to do all their best in order to defend the value
and the status of their languages. In addition to that the more language has a powerful position
in a given society; the more that society would become progressed politically, culturally, and
even economically.
Undoubtedly, language is also related to religion in which each religion has its own
standard language like the Classical Arabic is the language of Holy Koran. In other words,
religion cannot be understood without language. Hence it is very important to mention that
language is considered as a mean of religious services such as prayer, and also the

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transmission of meaning of all verses. Such strong relation between language and religion is
also designates the importance of language preservation and revitalization.
To sum up, it seems that the relationship of language and those values or principles
has been investigated from a sociolinguistic perspective. However, the study of language,
culture, society, and even religion has drawn the interest of many anthropologists and
sociologists from different angles.
2.6.3.2. Language Attitude and Identity
Psycholinguistics is characterized as one of the most important macro-branches of
linguistics in which ‘language attitude’ is considered as an integral part of such area. In other
words, many psycholinguists have investigated ‘language attitude’ from different
perspectives; the latter is defined by Ryan (1982) as “any affective, cognitive, or behavioural
index of evaluative reactions toward different language varieties or
speakers.”(p.07).Accordingly, even those reactions are positive or negative, perceptions
toward language are determined by the speakers or users of that language. So, language is
also fundamental to the assessment of peoples’ attitudes towards languages. In this respect,
Ennaji (2005) has claimed that:
… Attitudes in this regard are crucial. A positive attitude toward a
language would create a positive cultural identity, and this contributes
to the maintenance and promotion of the language. On the other hand,
negative attitudes would inhibit and crush identity, and eventually
leads to language loss. (p.25).
Therefore, the construction of identities is also recognized as an essential role which
language plays. In other words, language and identity relationship are strongly connected.
According to Trask & Stockwell (2007) “Identity in relation to linguistics concerns the role of
language in providing a speaker with individuality and group membership.”(p.112). this
means that identity can be represented either individually or collectively. Moreover, Ennaji
(2005) has asserted language and identity relationship in which he has stated that “languages,
and more particularly mother tongues, are important for identity –building. They have a
symbolic role as they represent cultural elements that affect the first identity of individuals.”
However, such value of identity can be influenced when speakers have given much more
interest and prestige to other language at the expense of their language. Such claim has been
confirmed that:

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Chapter Two The History and Story of the Arabization Process in Algeria

The link between language and identity can involve entirely

different languages welsh- speakers in wales or Basque-
speakers and Catalan- speakers in Spain may (and often do)
regard their distinctive languages as a central part of their
identity and may deeply resent pressures to abandon their
ancestral language in favor of the more prestigious English or
Spanish … (ibid)
From the above discussion, one may deduce that the loss or endangerment of language
has posed a threat to its significant role in society as well as its relation to culture, identity,
and religion. Unquestionably, ‘language revitalization’ as a subfield has contributed to
language itself to be maintained along with its central relationship to those essential concepts.
2.7. Conclusion
To go over the main points, then, it is very important to shed light on the significance
of language planning and language policy studies because of its essential role in solving
language problems within society by which many researchers studied it from different
perspectives as well as the literature presented the most important aspects related to such
arena of research.
In point of fact, it seems also necessary to say that up till now the Arabization policy
in Algeria has faced many problems that impede, somehow, language revitalization. This
chapter also dealt with the investigation of major factors and steps for language revival. Since
language has great impact on society, culture, identity, and religion; many scholars have also
recognized the importance of language revitalization. The subsequent chapter i.e. research
methodology will focus on the description of students’ questionnaire and teachers’ interviews.
In other words, we will present valid analyses of the results via the empirical statistical facts
obtained from our participants and informants respectively.

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Chapter Three Data Collection, Analysis and Discussion

Chapter Three
Data Collection, Analysis and Discussion

3.1 Introduction ............................................................................................................................ 46

3.2. The Research Design ............................................................................................................ 46
3.2.1. Target Population ............................................................................................................. 46
3.2.2. Research Approaches and Instruments............................................................................. 46
3.3. Research Methodology, Data Collection and Finding Analysis .......................................... 47
3.3.1. Students’ Questionnaires .................................................................................................. 47
3.3.2. Analysis of Students’ Questionnaires .............................................................................. 47
3.3.2.1. Students’ Personal Information ................................................................................... 47
3.3.2.2. Students’ Attitudes towards the Use of Modern Standard Arabic .............................. 51
3.3.3. Teachers’ Interviews ........................................................................................................ 68
3.3.4. Analysis of Teachers’ Interviews ..................................................................................... 68
3.3.4.1. Teachers’ Professional Data ........................................................................................ 68
3.3.4.2. Teachers’ Perceptions of the Arabization Process ...................................................... 69
3.5. Conclusion............................................................................................................................. 72
General conclusion ....................................................................................................................... 73
Bibliography ................................................................................................................................. 75
Appendices ................................................................................................................................... 77
Maps and Illustrations .................................................................................................................. 90

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Chapter Three Data Collection, Analysis and Discussion

3.1. Introduction
This chapter is mainly devoted to present an inclusive view about the research
design and the implemented tools to conduct such investigation in general, and to analyse and
discuss the research findings in specific. It states the target population, the sample, and both
the research approaches and instruments used in gathering the required data about the topic.
Then, it reveals the statistical facts of the collected data and their possible analyses for the
sake of answering the projected research questions and/or to confirm or refute our proclaimed
hypotheses.
3.2. The Research Design
It is worth mentioning that research design has an integral role in conducting good
research as well as the appropriateness of research methodology serves in obtaining better
results and reliable conclusions. In other words, the research scheme helps in getting an
overview about the way we should pace at some point in our research after deciding about
hypotheses, exhibiting the bases on which our target population was chosen besides the
procedures of data collection till the analysis of the research findings.
3.2.1. Target Population
The target population of the current study is based on different categories of both
levels of MA students of languages and a randomly chosen group of Arabic language teachers
in the faculty of letters and languages at Ibn Khaldoun University of Tiaret.
3.2.2. Research Approaches and Instruments
The research tools that were implemented to conduct the present investigation were
both quantitative and qualitative in which the study was based on two main methods
including; a questionnaire and an interview respectively. The choice of two instruments hoped
to help us attaining the objectives of our dissertation in which both were used to probe the
attitudes towards the use of Modern Standard Arabic and to explain the underlying reasons
behind the failure of Modern standard Arabic revitalization.
The first instrument i.e. Questionnaire was administered to master students at both
levels (MA1 & MA2) in the faculty of letters and languages at Ibn Khaldoun University of
Tiaret within the following specialties: Arabic, English and French. Our sample consisted of
one hundred (100) students that are subdivided as follow: 50 English language students, 25
Arabic language students and 25 for the French language students. However, the second one
i.e. the interviews were directed to six (06) Arabic language teachers who had been selected

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Chapter Three Data Collection, Analysis and Discussion

randomly. These instruments were used in order to get extensive views about the current
status of Modern standard Arabic.
3.3. Research Methodology, Data Collection and Findings Analysis
So far, the present research describes the research methodology. Then, it presents the both
the collected data, that has been obtained through students’ questionnaire and teachers’
interview and analysis of findings
3.3.1. Students’ Questionnaire
The questionnaire encompassed three sections as follow:
Section one (QQ 1-6): dealt with students’ personal information and involved their age,
gender, mother tongue, etc.
Section two (QQ 7-24): this section tried to find out students’ attitudes towards the use of
Modern Standard Arabic.
Section three (QQ 25-31): the third section had to do with students’ views of Modern
Standard Arabic revitalization
3.3.2. Analysis of Students’ Questionnaire
This part deals with the analysis of students’ questionnaire as a first method including;
personal information, language attitudes and language revitalization in terms of their different
opinions.
3.3.2.1. Students’ Personal Information
QQ 1&2: Sex and Age
This section firstly discloses our respondents’ gender and ages. Then, it represents the
other variables include our participants’ domains, levels, specialities and mother tongue(s).
The rate of recurrence of our respondents are presented trough the graph underneath:

Graph 3.1 The Distribution of Respondents by Age and Gender

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Chapter Three Data Collection, Analysis and Discussion

It is clearly indicated in graph 3.1 that the total number of the respondents is 100
respondents. It also reveals that our respondents are different in terms of sexes and ages in
which there are 78 females with an average rate of 78% and 22 males, who represent 22%. In
fact, what makes females outnumber their males counterpart is that females are more
cooperative and motivated than males.
From the same graph, we can distinguish five age groups in which the first group
represents the youngest one between 20 to 25 as well as its huge number that amounts 86
respondents. The second group of participants is aged between twenty six and thirty (26-30)
and their total number is 8.As for the third and the fourth groups in which the ones whose age
are between thirty one and fourty are four (04) participants; while, the fourth group represents
only 2 respondents aged between forty one and fifty. Since the age of the last group is aged
more than fifty (50), no one has that age at university even it is never late to learn. It seems
that our data is based on the greatest number of participants that belongs to the first group due
to their massive number that helps in getting many views.
In fact, it is of a paramount importance to get an idea about our participants’
educational background including; their domains, levels and specialities as well as getting an
overview about their attitudes towards Modern Standard Arabic and the other foreign
languages like English and French is a requisite for this study. Thus, we have asked them to
reveal that personal information. Our data is presented in details in graphs3.2, 3.3and3.4 as
follow:
QQ3: Domains

Graph 3.2 Students’ Domains of Studying

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Chapter Three Data Collection, Analysis and Discussion

It has been indicated in graph 3.2 that the majority of students 50 %( 38females and
12males) study the English language. On the contrary, the ones who study French are 25% of
students (20females and 5males).Then, 25% of them (20females and 5 males) study the
Arabic language. One can say that since the present study has to do with MSA; it is supposed
that Arabic language students outnumber the others. However, it has been observed that
majority of our sample are English language students and this may be in turn to the fact that
nearly most of all the other domains were on strike resulted in some difficulties to find those
students.
QQ 4: Level

Graph 3.3 Students’ Levels

The collected data in graph 3.3 discloses that the majority 57% of students (44femals
and 13males) are master one student. On the contrary, the minority of them 43 %( 34females
and 9males) are master two student.One may deduce that the number of our participants are
unequal due to the fact that master two students are concerned with conducting their
dissertation at that time.

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Chapter Three Data Collection, Analysis and Discussion

QQ 5: Speciality

Graph 3.4 Students’ Specialities

As far as their specialities are concerned; it has been indicated in graph3.4 that
37%students (29females, 8males) say that they study linguistics. The sum that represents the
ones whose specialty didactics are 41%students (29females and 12 males); while, the last
group whose total number 22% students (20 females and 2 males) study literature. One may
deduce that the majority of students whose specialities are either ‘linguistics’ or ‘didactics’
because such specialties can be found in all three domains; while, ‘literature’ is restricted to
French language students.
QQ 6: Mother Tongue(s)
Students’ mother tongue(s) plays an important role in the present study in the sense
that it helps in the assessment of their mother tongue(s) as well as to probe their attitudes
towards MSA. It may help us knowing whether students tend to use MSA as their mother
tongue(s) or not. Our data is revealed in graph as follow:

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Chapter Three Data Collection, Analysis and Discussion

Graph 3.5 Students’ Mother Tongue(s)

From graph 3.5, it has been observed that 88% of students (20 males and 68females)
say that their mother tongue is the Algerian Dialectal Arabic; while, Modern Standard Arabic
is spoken by 5% of students (5 females only) as their mother tongue As far as Berber is
concerned, as a mother tongue, it is used by 6% students (2 males and 4females). Surprisingly
enough, the French language is used by only one female as her mother tongue. It is seems that
the majority of students use ADA as their mother tongue , and one can deduce that ADA is
the suitable for daily communication .
In fact, it has been observed that Modern Standard Arabic lacks its native speakers.
Such claim may possibly in turn to the reasons that MSA represents the high variety that is
thought to be used only in official contexts as well as most of students think that it is difficult
to communicate with such variety of language. Besides, it has been indicated that Berbers use
only their language variety to communicate.
Because of the omnipresent phenomenon namely language contact; it has been
predicted that foreign languages can be used as a mother tongue by our respondents like
French. Here in, different reasons can be distinguished to validate that claim including;
mixed marriages, immigration, etc.
3.3.2.2. Students’ Attitudes towards the use of Modern Standard Arabic
This section has been set in order to investigate students’ attitudes towards Modern
Standard Arabic and the other language varieties such as ADA, Ber, Fr and Eng. It includes
the testing of the extent of using Modern Standard Arabic and those language varieties.
Moreover, it seeks to find out which language varieties our respondents prefer to use in their

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Chapter Three Data Collection, Analysis and Discussion

daily life. The present section includes an array of questions which have been presented as
follow:
QQ 7: Do you master MSA?
50
45
40
35
30
25 Males
20 Females
15
10
5
0
Yes No

Graph 3.6 Students’ Levels in MSA

Graph 3.6 reveals that 54% students (10 males and 44 females) say that they master
Modern Standard Arabic; while, the ones who do not master that language represent the total
number of 46%students (12 males and 34 females). One may observe that the majority of
students master MSA; however, most of them are the ones who study the Arabic language.
Definitely, it is obviously seen that most of them tend to mix between MSA and Algerian
Dialectal Arabic.
QQ 8: Do you use MSA?

70

60

50

40
Males
30
Females
20

10

0
Yes No

Graph 3.7 Students’ Use of MSA

As it is presented in graph 3.7 that 79% of students (61 females and 18males) state
that they do not use Modern Standard Arabic, and only 17% of students (17 females and 4
males) say that they use that language. Therefore, one may deduce that the reason that can

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Chapter Three Data Collection, Analysis and Discussion

explain the lack of using MSA is their negative views towards MSA in which they see it as a
complex language to communicate with, and it is used just in formal settings.
QQ 9&10: Where and with whom do you use MSA?

Graph 3.8 Places of Using and Members with whom MSA is used
Graph 3.8 reveals the sum of students who simply say that they use Modern standard
Arabic. Herein, one may claim that the majority of students 16% (4 males and 12 females) use
MSA ‘at university’ with their teachers. Besides, we can also see that only five (5) females in
which three (3) of them tend to use MSA ‘at home’ and the rest use it ‘at work’. As for the
‘street’, it has been indicated that no one use it there.
Moreover, it seems that those who are highly motivated to answer our questions are
girls in the sense that they are interested in using languages. It has also been observed that two
(2) girls use MSA with their family members; while, the ones who use it with their friends are
also only two (2). Hence, one can say that the use of Modern standard Arabic is restricted to
the academic settings. However, it lacks its use in the other private situations.

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Chapter Three Data Collection, Analysis and Discussion

QQ 11: How often do you use MSA?

Graph 3.9 Frequency of Using MSA

From graph 3.9, one can observe that most of our respondents 9% of students (7 females
and 2males) say that they ‘sometimes’ use Modern Standard Arabic ;while, three (3) students
(2females and 1male) say that they always use MSA, and two (2) girls often use that
language. As for the last group who rarely use MSA, their total sum is 7% (6 females and 1
male). We can say that the lack of using MSA may possibly in turn to the reason that students
tend to use Modern Standard Arabic for specific purposes and periods of time.

QQ 12: Do you think that MSA is a complex language?

Graph 3.10 Students’ Perceptions of MSA

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Chapter Three Data Collection, Analysis and Discussion

From the obtained data in graph 3.10, we disclose that 68% (55 females and 13males)
of students perceive MSA as a complex language, and the ones who see it as not a complex
language are 32% respondents (23females and 9males). Students are asked to justify their
views in which nine(09)males say that it is difficult in terms of its ‘vocabulary’; while
four(04)of them state that MSA is considered as complex because of its ‘grammar’. On the
contrary, thirty four (43) of females state that it is not easy to master the ‘vocabulary’ of
MSA. However, twenty one (21) of them say that its ‘grammar’ is amongst the most difficult
task to deal with. Moreover, it is worth noting that students who said “No” do not justify
their opinion.
The obtained data indicate that the majority of students’ opinions towards MSA are
that of a complex language at the level of its vocabulary and grammar. Therefore, one may
claim that most of the students believe that it hard for them to use and even to learn Modern
Standard Arabic.
QQ 13&14:
• The most radio channels and music you listen to are in
• The most television channels and films you watch are in
Since our study is based on language attitudes towards Modern Standard Arabic.
Hence, we have asked them to reveal their language choice used in their daily life. By asking
such a question, we want to see to what extent Modern Standard Arabic is used by our
respondents. Since the two questions are so interrelated and the language choice which
students have chosen in Q13 is the same one that has been selected in Q14. We have
presented the same obtained data that is to say the same results in one graph as follows:

Graph 3.11 Students’ Language Choice

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Chapter Three Data Collection, Analysis and Discussion

From the data graph 3.11, one may notice that the majority of students 51% (15 males
and 36 females) prefer to watch and listen to the French language in their life. 38% (3 males
and 35 females) of students prefer to watch and listen to Algerian Dialectal Arabic, and only
8% (3males and 5 females) students have a preference to watch and listen to Modern Standard
Arabic. As for the ones who favour Berber for the same purposes are only 3% of the students
(1 male and 2 females).
Besides, those who select French also prefer other foreign languages like English,
Turkish and the Korean languages. Here in, we can deduce the great number of choosing
foreign languages rather than MSA can be justified by the only fact that today’s youth are
excited to travel over the word or getting opportunities for job, and for that reasons they do
believe that such goal can be reached only through learning foreign languages. Strangely
enough, they underestimate MSA in the sense that they do not perceive MSA as a language of
modernism as well as they think that someone who tends to learn MSA is not considered as
an open-minded person.
QQ 15: Do you feel ashamed when using MSA?
It has been claimed that when someone speaks in Arabic; he or she may feel ashamed.
Thus, we have asked such question to refute that statement. Therefore, we have also asked our
respondents to justify their answer by giving them various choices.

Graph 3.12 Students’ Attitudes towards Using MSA

From the obtained data in graph 3.12, one may notice that there are 31% students (9
males and 22 females) do feel ashamed when using Modern Standard Arabic; while, 61% of
students say ‘No’ and most of them state that it is the language of Kuran. As for the ones
whose answer ‘Yes’, they are asked to justify their responses by which 15% of students say
that ‘most of the Algerians have negative attitudes towards MSA’. Moreover, 6% say that they

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Chapter Three Data Collection, Analysis and Discussion

‘feel illiterate when using MSA’. Besides, 2% of students state that ‘MSA does not express
their selves as the other languages’. Finally, 8% of our respondents state that they ‘feel
mocked by others when using MSA’.In this respect, one may deduce that due to the negative
attitudes of MSA; the majority of speakers are not proud of using that language to
communicate.
QQ 16: Which language variety do you prefer to use in your daily life?
It is important to notice that language use plays an integral role in defining students’
language attitudes towards Modern Standard Arabic. Here in, we have asked our respondents
to reveal their preferable language to be used as their mother tongue.

Graph 3.13 Students’ Preference in Language Use

The collected data in graph 3.13 reveals that the majority of students 48% (14 males
and 34 females) prefer to use Algerian Dialectal Arabic and this is because of one reason
given by them that it easy to communicate with Algerian Dialectal Arabic. 21% (2 males and
19 females) of students say that they like to use English in their daily life. This may possibly
because of its importance as being an international language. Those who have preference to
use French are 20% of students (3 males and 17 females). Herein, it is worth noting that the
majority use the French language for prestige.
Moreover, 5% of students (2 males and 3 females) prefer to use Berber due to the fact
they are its native speakers. One can say that Berbers do all the best to preserve their mother
tongue as well as they are so proud of it. Above and beyond, the data in graph 3.13 also shows
that only 6% (1 male and 5 female) of students favour to use Modern Standard Arabic. One
may assume that MSA is not always practical as a mother tongue that is why they perceive it
as not a language of daily life.

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Chapter Three Data Collection, Analysis and Discussion

QQ 17: Are you motivated to enhance your level in MSA?

It has been revealed that the large majority of students do not master Modern Standard
Arabic. Hence, our respondents are asked if they are motivated to enhance their level in that
language or not.

Graph3. 14: Students’ Motivation towards MSA

It has been noticed that the majority of students 74% (15 males and 59 females) are
motivated to learn more about MSA in which the reason that can explain their great
motivation is that they are not satisfied of their current level. On the contrary, the minority 26
% (7 males and 19 females) of them are not interested in and this may possibly because of
their beliefs that it is hard to acquire Modern Standard Arabic. Furthermore, they think that
MSA is not the most useful language rather than the other foreign languages.
However, it has been observed that most of our respondents see MSA as just a vehicle
of our religion, identity, culture that is to say as a symbol and not as a language of their
development. Those who answer by ‘Yes’; they justify their response in which 48% (10males,
38 females) of them say that MSA is ‘part of our religion, identity and culture’ ; whereas,
25% (5 males, 20 females) of them state that ‘it is very important for our society to show our
existence’. Yet, only one (01) female states that MSA is her ‘best language’.

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Chapter Three Data Collection, Analysis and Discussion

QQ 18: Do you think that MSA will disappear among the Algerians?

Graph 3.15 Students’ Opinions towards the Future of MSA

The obtained data reveals that 60% (17males, 43 females) of students say that
Modern Standard Arabic is characterized as a simplified language of the religious language
i.e. Classical Arabic and it will be preserved by Quran; while, 40% (5 males, 35 females) of
them state that there is a lack of awareness towards the current status of MSA in which it is
restricted in some domains and it lacks its users. One may deduce that the maintenance of
Modern Standard Arabic will be only at the level of the written form rather than the spoken
one.
QQ 19: Do you use French language?
We have asked students the question in order to assess the extent of using French. Our
collected data is presented in the following graph as follow:

Graph 3.16 Students’ Use of French

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Chapter Three Data Collection, Analysis and Discussion

From graph 3.16, it has been observed that the majority of both females 46% and males
17 % use the French language; while, 37% of students (6 males and 31 females) do not use
that language. Students tend to use French because they view it as a language of modernism
as well as they regard someone who uses French as more civilized rather than the one who
speaks Modern Standard Arabic and even the Algerian Dialectal Arabic.
QQ 20: Which skill(s) do you master in the French language?

Graph 3.17 Students’ French Language Skills

Students are asked to state the different skills that they master in the French language in
order to test their knowledge of it. The obtained data in graph 3.17 displays that only three
(03.3%) males say that they are competent in the writing skill. Besides, 29% of students
(5males and 24 females) are able to read French. Amazingly, we have found that the majority
of them 53% (11males and 42 females) are proficient in speaking. As for the last group of
students 15 % (3males and 12females) state that they like better listening that language.
Accordingly, one may notice that most of our respondents are so competent in French
It is important to mention that some students have chosen more than one skill in the
sense that they can be passive bilingual students. Herein, one may notice that French is more
practical in comparison with MSA. They think that the French language is more prestigious
rather than MSA that is why they are excited to learn its four skills.

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Chapter Three Data Collection, Analysis and Discussion

QQ 21: How often do you use the French language?

We have asked our respondents that question to find out the occurrence that they use
the French language in their daily life. Their answers have been as follow:

Graph 3.18 Students’ Frequency of Using French

The gathered data in graph 3.18 indicates that 21% of students (4 males and 21females)
say that they ‘always’ use French; while, 26% of students (3 males and 23 females) state that
they ‘often’ use the French language. In addition, 44% of students (14 males and 30 females)
say that they ‘sometimes’ use that language. Besides, the total number of the ones who state
that they ‘rarely’ use French are 9% of students (one 1 male and 9 females).
It has been revealed that the majority of students in which most of them are females
use the French language and this may possibly because of different reasons including;
specialty, preferred language and prestige( to show off). In contrast, the minority do not use
that language. One can claim that it may possibly that their level in French is weak.
QQ 22: Which language do you prefer to use in your mobile or laptop?
Such question has been set in order to know if our respondents use Modern Standard
Arabic in the various technological means used in their daily life such as: mobile phones and
laptops. The obtained data are going to be presented in graph 3.19:

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Chapter Three Data Collection, Analysis and Discussion

Graph 3.19 Students’ Language Use in their Mobiles and Laptops

From graph 3.19, it has been observed that only 8% of students (3 males and 5
females) prefer to use Modern Standard Arabic in their mobile phones or laptops. Moreover,
it has been noticed that the majority of students prefer to use either French or English in
which 59% of students (12 males and 47 females) use French; while, 33% of them (7 males
and 26 females) use the English language. One reason can explain why students do not use
MSA is that of their misunderstanding of some mistranslated scientific words used in mobile
phones or laptops that is why they see that it is difficult to use MSA. As for the ones who
prefer to use foreign languages, they may have a desire to learn that language through such
way.
QQ 23: The co-existence of French with the Arabic varieties within the Algerian
society is

Graph 3.20 Students’ Perception of the French Language

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Chapter Three Data Collection, Analysis and Discussion

The results show that the majority of students 61% (14males and 47 females) view the
French language within the Algerian speech repertoire as ‘positive’ and the same number of
participants say that it enables them to communicate with native speakers at the same time it
is desirable to understand their culture. On the contrary, 39% of students (8males and 31
females) state that the co-existence of French with the Arabic varieties within Algerian
society as ‘negative’. In other words, they assert that it has a great impact on MSA acquisition
and/or learning in the sense that most of the Algerians are influenced by using that language.
One may assume that the ones whose answer ‘positive’ may have positive attitudes
towards the French language; while, for the other group of students; it seems that they have
negative attitudes towards that language.
QQ 24: Do you think that French will disappear among the Algerians?

Graph 3.21 Students’ Opinions of the Future French

Graph 3.21 shows that the minority (26%) of students (6 males and 20 females) think
that the French language will disappear among the Algerians and replaced by English.
Moreover, the same group say that it may be influenced by the English language; while, the
majority 74% of them (16 males and 58 females) do not think so. In other words, they state
that French is used everywhere such as; university, administration, even public settings, etc.
Herein, we can deduce that most of our respondents recognize the great extent of foreign
language influence within the Algerian society.

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Chapter Three Data Collection, Analysis and Discussion

3.3.2.3. Language Revitalization

This section tries to test students’ perceptions towards Modern Standard Arabic
Revitalization in specific and the Arabization Policy in general since MSA goal depends on
the successfulness of this process. Accordingly, students have been exposed to answer a set of
questions as follow:
QQ 25: Do you think that MSA is in danger?

Graph 3.22 Students’ Perceptions of the Status of MSA

It has been observed that the majority 79% of students (17 males and 62 females) state
that MSA is in danger; while, only 21% of students (5 males and 16 females) do not think so
and only one of them says that it is preserved by Koran. The justification of the students
whose answer ‘Yes’ can be summarized as follow; 20% of students (5 males and 15 females)
say that what makes of MSA in danger is ‘the political, educational systems that are
adopted’. On the contrary, 59% of students (12 males and 47 females) state that MSA is in
danger because of the ‘mixing between the Algerian Dialectal Arabic and MSA’. However,
one male say that MSA is also influenced by globalization.
One may deduce that the majority of students have recognized the current status of
MSA and this may possibly in turn to one reason that is of the speakers extensive use of ADA
that has become the most useful vehicle to communicate even in the formal contexts.

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Chapter Three Data Collection, Analysis and Discussion

QQ 26: MSA revitalization as a national and official language is desirable

Graph 3.23 Students’ Views towards MSA Revitalization

The collected data in graph 3.23 shows that all of our respondents answer positively in
which there are 46% of students (9males and 37 females) who are ‘strongly agree’ with MSA
revitalization. Those students may have great positive attitudes towards MSA as well as they
may also pay more attention to the currents status of that language. The majority of students
54% (13 males and 41 female) state that they are just ‘agree’ with that statement. In fact,
Students are not interested in using Modern Standard Arabic in their daily life; however, they
pay more attention to its position as an official and national language of their country.
QQ 27: MSA revitalization will hinder the country’s progress

Graph 3.24 Students’ Beliefs towards MSA

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Chapter Three Data Collection, Analysis and Discussion

It has been noticed in graph 3.24 that the majority of students 63% (14 males and 49
females) and also 9 students (2males and 7 females) are against that claim. However, there is
some students state that they ‘agree’. Those students may have negative attitudes towards
MSA in the sense that they do not think that MSA is a language of modernism.
QQ 28: It is important to review the Arabization Policy in Algeria

Graph 3.25 Students’ Views towards the Arabization Policy

Graph 3.25 shows that the majority of our respondents 92% (21 males and 71 females)
see that it is necessary to review the ‘Arabization Policy’ and they think that through such
essential process; Modern Standard Arabic will ensure its position and power in Algeria. On
the contrary, the minority of students 8% (one 1 male and 7 females) say that they are against
and this may be in turn to the fact that today, being multilingual or bilingual speakers has
become the main goal as well as the interest of the majority.
QQ 29: It seems that most of the Algerian parents guide their children towards
studying foreign languages rather than MSA from their childhood

70
60
50
40
30 Males
20 Females
10
0
Strongly agree Agree Strongly disagree
disagree

Graph 3.26 Students’ Perceptions of the Algerian Parents’ Guidance

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Chapter Three Data Collection, Analysis and Discussion

It is noticed in graph 3.26 that a great number of students 76% (17males and 59
females) say that they ‘agree’ to teach their children foreign language ; while, only 24%(
5males and 19 females) state that they do not and all of them assert that they underestimate
Modern Standard Arabic. Their justification can be presented as follow; 46% (11males and
19females) of students think that teaching French language is important and ‘helps them in
getting opportunities for jobs’. However, 30% (6males and 40females) of students state that
learning the French language or even the other foreign languages will ‘enable them to travel
over the world’. Herein, one can say that the attitudes of parents towards languages have
played an integral role in increasing the position of that language; however, foreign languages
have become the most preferable of many Algerian parents rather than MSA.
One may notice that the majority of students give an excessive importance to the
foreign languages in the sense that they believe that through those languages, they will ensure
their future. The extensive use of foreign languages within the Algerian society may be
considered as another reason for their choice. Unfortunately, they regard MSA as a language
that cannot gives them an opportunity to get best futures or even jobs.
QQ 30: Are you for

Graph 3.27 Students’ Preferences of Linguistic Diversity

From the result in graph 3.27, we can deduce that the majority of students 74% (17
males and 57 females) prefer to live in a ‘multilingual’ society. 14% (3males and 11females)
tend to select the phenomenon of ‘bilingualism’; while, the minority of students 12% (2males
and 10 females) say that Arabization is the most important linguistic phenomenon to deal
with. Students’ answers have been justified as follow; 30% of students say that Arabization is
‘not so conceivable, and not promising for the time being’. Besides, 35% of students state that
‘it is important to live in a bilingual or multilingual society because this leads to the
technological benefit from the world’; While, only 5% of them say that ‘Arabization is

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Chapter Three Data Collection, Analysis and Discussion

fundamental in preserving our culture and identity’. Finally, 16% of students justify their
answer by selecting the last choice is that the Arabization process will ensure the linguistic
autonomy’.
One may claim that it is a matter of language attitude. Here in, students are asked to
reveal their best linguistic phenomenon to be used within their society in which most of them
are for multilingualism and/or bilingualism. So, how can MSA be revitalized and nearly all of
students do not have positive attitudes towards the Arabizaion process.
3.3.3. Teachers’ Interviews
Since the present research mainly focuses on examining the current status of Modern
Standard Arabic; choosing the Arabic teachers helps us in getting reliable data that makes of
our study more valid.
During the interviews, the Arabic language teachers are asked to answer seven
questions. They are only six (6) teachers from the Department of Arabic at Ibn Khaldoun
University of Tiaret. All of those teachers hold PhD degrees. We have conducted our
interviews with few numbers of teachers because of time limitation. These interviews consist
of two sections namely:
Section one (Q1): it deals with professional data of the Arabic language teachers.
Section two (Q2-Q6): it reveals the teachers’ perceptions of the current status of
Arabization Policy
3.3.4. Analysis of Teachers’Interviews
The current interviews reveal our informants’ personal backgrounds as well as they
disclose the analysis of their different views towards the status of MSA within Algerian
society.
3.3.4.1. Teachers’ Professional Data
QQ 1: Teaching Experience
It has been noticed in graph 3.29 that all of teachers have long experience with the
teaching profession in which our gathered data reveals that two male teachers have been
teaching for 12 years. One male has been teaching for 20 years; while, the last male teacher
has left it blank. As for female teachers, we have found out that one female teacher has been
teaching for 10 years and the other one has been teaching for 15 years.

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Chapter Three Data Collection, Analysis and Discussion

Graph 3.28 Informants’ Teaching Experience

In fact, the teaching experience of our informants may help us getting more accurate
and extra data about the most important linguistic policy which Algeria has witnessed. We
have noticed that most of our informants have many considerable years of teaching. Thus, one
may say that those teachers are more experienced in such dogma as well as they may have
much information about its history.
3.3.4.2. Teachers’ Perceptions of the Arabization Process
This section includes a set of array questions about the Arabization policy as well as
asking these questions to the Arabic language teachers helps in getting an overview about the
current status of Modern Standard Arabic.
QQ 2: What do you think about the current status of ‘Arabization policy’ in
general and Modern Standard Arabic in particular?
It is observed in our interviewees’ answers that nearly all of informants state the
same answer in which five (05) of them assert the weakness of the Arabization process is the
cause in the sense that Modern Standard Arabic is in danger; while, only one teacher say that
it is not. To start with, five teachers say that the ‘Arabization Policy’ is regarded as a complex
paradox in the Algerian context due to many reasons in which they emphasize that not all the
main goals of such process have been achieved. However, the status of Modern Standard
Arabic has been progressed than before.
Moreover, they also say that today the ‘Arabization Policy’ as a linguistic policy is
influenced by the life requirements in the sense that there is a sort of abuse of MSA by
speakers. Besides, they stress that the power or the position of MSA as a language is absent
and marginalized within its society because of the speakers’ negative attitude towards using
MSA. Moreover, they say that most of the dictionaries or the Arabic lexicon represent a set of

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Chapter Three Data Collection, Analysis and Discussion

various and mixed concepts and these have great impacts on Modern standard Arabic.
Consequently, they state that there is a lack of MSA reinforcement either inside the country or
outside it resulted in the declining role of the ‘Arabization Policy’ and its political decision.
QQ3: Do you think that using MSA in all realms as the most essential goal has
been achieved? What are the foremost reasons? And why?
As for the second core question in this interview; informants are asked to emphasize the
main reasons that justify the lack of using MSA among the Algerians in which all of them
proposed different reasons including that the Algerians are excitable about the colonial
language i.e. French and even its culture rather than the Arabization. In other words, they
indicate that there is what is called “‫" اﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﻌﻤﺎر‬-(aptitude for being colonised) a concept

given by Malek Ibn Nabi.

Moreover, they say that because of the absent role of language and identity .According
to speakers, the one who is regarded as someone civilized or educated has become the one
who speaks the French language. In the same line of thought, they proclaim that MSA
development is based on the user himself in which they say that most of students’ level in
MSA is weak that is why such policies have been failed. Generally, they also insist that the
chief reason that has a great influence on the Arabization process is the political one. In other
words, Arabization successfulness is based on those political decisions that support Modern
Standard Arabic.
QQ 4: What are the major obstacles that hinder the vital role of MSA to be used
as the dominant language in various domains such as the field of science?
Furthermore, we have asked teachers about the position of MSA within the scientific
field. This question may help in getting the valid data whether MSA as a language is practical
at the level of science or not. In this respect, they stress that the language that takes power in
the scientific field is the foreign languages like French and English. By contrast, Modern
Standard Arabic lacks such power. In other words, there is a lack of MSA propagation as well
as the weakness of an original product because of the francophone production dependency.
So, all that has been discussed before has affected the vital role of MSA as the national and
official language within the Algerian country.

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Chapter Three Data Collection, Analysis and Discussion

QQ5: The co-existence of MSA with the omnipresent phenomenon

‘Globalization’ and technology has influenced the position of MSA. Here in, how
do you expect that status in the future? And why?
Actually, because of globalization and the advances of technologies, Modern Standard
Arabic has encountered many challenges. Here in, informants view the phenomenon of
globalization as a kind of war in which it has a great impact not only on MSA itself but also
on the linguistic identity. They also state that within such complex situation, Modern Standard
Arabic is still facing many controversial issues. As far as the future status of MSA is
concerned; informants say that MSA is preserved by Kuran as well as it is one of the eternal
languages.
QQ6: Do you think that there are an enough efforts for MSA Revitalization? To
what extent those efforts are effective?
Finally, we have asked them to inform us whether there are enough efforts for MSA
revitalization or not. They emphasise that there are no great projects, but there are some
considerable attempts for MSA revitalization. This can be seen through teaching MSA to the
children of kindergarten as well as promoting the Koranic schools for memorizing the Holly
Quran and also in order to teach the religious practices. In addition, they say that there are
other immense projects but of no avail. Furthermore, they assert that the fact is the absence of
either material or incorporeal motivation for those projects development in general and both
the Arabization policy and MSA revitalization in specific such as the lack of the scientific
research encouragements in Arabic.
• What do you think about the current status of ‘Arabization policy’ in general
and MSA in particular?
As for the one who says that the ‘Arabization Policy’ is not in danger and it is more
practical than before in which he gives the example of translation progress in the Arabic
language. He also says that we should not hurry to promote the ‘Arabization Process’ even
though there is the opposite of that policy. Besides, it is important to mention that this
informant has founded a Koranic school for teaching MSA so as to become more practical.
From the obtained data, it has been observed that it is a fact that due to various reasons
including; political, educational, and societal obstacles. Modern Standard Arabic is
marginalized within the Algerian society .This resulted mainly from the weakness of the
Arabization policy. Unfortunately, it has been observed that there is a lack of awareness of the
Arabization promotion within the Algerian speech repertoire. Hence, one can claim that the

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Chapter Three Data Collection, Analysis and Discussion

more political decision is powerful, the more the Arabization dogma will present in our
society that is to say for better or for worse Modern Standard Arabic revitalization is based on
that political decision.
3.5. Conclusion
To conclude with, this chapter represents the empirical study that has been conducted at
Ibn Khaldoun University of Tiaret. In order to validate our investigation about the current
status of Modern Standard Arabic, we have used two instruments; the students’ questionnaire
that seeks to identify students’ attitudes towards the Arabic varieties in general and MSA in
particular as well as their attitudes towards foreign languages besides the teachers’ interview
that is used to refute our hypotheses concerning the ‘Arabization Policy’.
As not expected, the obtained data discloses the weakness of the Arabization process in
Algeria in the sense that students’ attitudes towards this linguistic phenomenon are negative.
In other words, the results denote that the majority of students are for multilingualism and/or
bilingualism. Moreover, it is found that there are many reasons behind hindering Modern
Standard Arabic revitalization which is the essential element in the Arabization policy.

72
General Conclusion

General Conclusion
To go over the main points, then, it has been obviously noticed that language planning
and language policy as subfields of Appliedlinguistics are of a paramount importance in the
sense that these areas of study have played an integral role in solving languages problems
especially their status within societies or whole countries. Therefore, the present research tries
to shed light on the most essential linguistic policy that Algeria has witnessed namely; the
‘Arabization Policy’. The latter has played an integral role in promoting the status of Modern
Standard Arabic to be used in all domains in the Algerian context.
However, the fact is that Modern Standard Arabic is still influenced by many co-
existed language varieties being related or unrelated including; ADA, Ber, Fr, Eng, etc.
resulted in the declining role of MSA as being the high variety that has to be used in formal
settings. In other words, it has been clearly perceived that Algerian Dialectal Arabic and even
French have become more practical by speakers rather than Modern Standard Arabic that is to
say that there is a lack of using Modern Standard Arabic amongst students and their teachers
in general and even within the Department of Arabic language in particular.
Today, we can say that the linguistic and even the sociolinguistic situation of Modern
Standard Arabic has remained ambiguous due to many reasons that have mainly resulted in
university teachers and students’ highly negative attitudes towards it and the ‘Arabization
Process’ as a whole.
From a sociolinguistic point of view, we can say that students’ language attitudes
would ensure the success of Modern Standard Arabic Revitalization. However, it has been
noticed that the majority of students hold negative attitudes towards using Modern Standard
Arabic in their daily conversations with other students and even with their teachers in which
both see it as an obstruction to communication. Because of the technological advances; most
of them are influenced by French and even the other foreign languages such as: English,
Spanish, Turkish, etc. In other words, students are so interested in being bilingual or
plurilingual rather than Arabized speakers predominantly for prestigious reasons.
In fact, students’ language attitudes towards Modern Standard Arabic have a great
impact on its revitalization and more generally on the Arabization process. It has been
observed that there is a lack of awareness of the ‘Arabization Policy’. To cut a long story
short, most speakers and sociolinguists in Algeria are in dilemma of either maintaining their
official and national language for well-kept social belonging and national identity solidity or
using foreign languages for technical reasons. To state it differently, albeit decision makers

73
General Conclusion

are strongly blamed for the current status of MSA in Algeria; speakers also take the blame.
Therefore, both are concerned with looking over immediate the solutions so that the revival of
interests in using MSA in all domains and contexts in Algeria would come a reality.

74
Bibliography
Bibliography Appendices (Questionnaires) / Maps and Illustrations /

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Isayev, M.I. (1977). National languages in the USSR: Problems and solutions. MOSCOW:
Progress Publications.
Kaplan, R.B. and Bauldf, R.B. (Eds). (1977).Language planning: From Practice to theory.
Clevedon: Multilingual Matters.
Kloss, H. (1969). Research possibilities on group bilingualism. Quebec: International Center
for Research on Bilingualism.
Rubin, J. and Jernudd, B.H. (Eds). (1971).Can language be planned? Sociolinguistic theory
and Practice for developing nations. Honolulu: East West center.
Ryan, E.B. and Giles, H. (Eds). (1982). Attitudes towards language variation. London:
Edward Arnold.
Schiffman, H.R. (1996). Linguistic culture and language policy. London: Routledge.
II. Articles
Benrrabah, M. (2007a).’ Language-in-education planning in Algeria: Historical development
And Current Issues’. Language Policy, 6(4), 379-502
Cobarrubias, J. (1983). Ethical issues in status planning. In J. Cobarrubias and J.A. Fishman
(Eds), Progress in Language Planning: International Perspectives. The Hague: Mouton
Fishman, J. A. (1967), ‘Bilingualism with and without diaglossia, diaglossia with and without
bilingualism, fournal of Social Issues, 23, 29-38

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Karam, F. (1974).” Toward a definition of language planning”. In Fishman (Ed.), Advances

in Language Planning. The Hague: Mouton, pp.103-124
Mostari, H.A. (2005). “The language question in the Arab world: Evidence from Algeria”,
Journal of Language and Learning, Vol.3, 1.pp.36- 52
Mokhtar,K. “ The linguistic friction in Algeria”. Sociology International Journal.
2,2,2018,134-140.DOI:10.15406/sij.2018.2.00041.
Mahdad Kaid Slimane, H. “Bilingualism and biculturalism: Exploring Youth Language,
Culture and Identity in Todays’ Algeria”. Impact Journals. Vol.2, 2, 2014, 11-18.
Nahir,M. (1984). Language planning goals: a classification .Language Problems and
Language Planning, 8, 294-327
Stewart, W. (1968). “A sociolinguistic typology for describing national multilingualism’’, In
Fishman (Ed.), Readings in the Sociology of Language. The Hague: Mouton
Trask, R.L and Stockwell, P. (2007). Language and Linguistics: The Key Concepts.
Routledge, Taylor and Francis e- Library. London.
Weinstein, B. (1980). “Language planning in francophone Africa”, Language Problems and
Language Planning, 4, (1), pp. 55-77
III. Theses
Ait Habbouch, K. (2013). “Language maintenance and language shift among Kabyle speakers
in Arabic speaking communities the case of Oran.”Magister Degree, Oran University.
Bouamrane, A. (1986). Aspects of the sociolinguistic situation in Algeria, UnpublishedPh.D.
Thesis, University of Aberdeen, U. K.
Fezzioui, Z.A. “Sociolinguistic variation in the speech community of Bechar.” Magister
Dissertation, Oran University, 2013
El- Kebbar, N.” The Impact of globalization on Algeria during the 21st century. “Master
Degree,Telemcen University,2015.

Arabic References ‫اﻟﻤﺮاﺟﻊ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬

،‫ دار اﻷﻣﺔ‬،‫ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻣﻦ ﳏﻨﺔ اﻟﻜﻮﻟﻮﻧﻴﺎﻟﻴﺔ إﱃ اﺷﺮاﻗﺔ اﻟﺜﻮرة اﻟﺘﺤﺮﻳﺮﻳﺔ‬،‫ﻠﺲ اﻻﻋﻠﻰ ﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬‫ﻣﻨﺸﻮرات ا‬
.209 -205‫ ص ص‬،2007
‫ وﺗﻄﻮﻳﺮ‬...‫ ﺗﻄﻮر واﻋﺪ‬،‫ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﰲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ اﳌﻌﻠﻮﻣﻴﺎت‬،‫ﻠﺲ اﻷﻋﻠﻰ ﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬‫ﻣﻨﺸﻮرات ا‬
. 317‫ ص‬،2007،‫ﻣﺘﻮاﺻﻞ‬
57-38 ‫ ص ص‬،‫ﻧﻔﺲ اﳌﺮﺟﻊ‬
. 2015 ،‫ اﳉﺰاﺋﺮ‬،‫ اﻟﻄﺒﺔ اﻟﺜﺎﻧﻴﺔ‬،‫ اﻟﻠﻐﺔ وﻣﻌﺮﻛﺔ اﳍﻮﻳﺔ ﰲ اﳉﺰاﺋﺮ‬،‫ﻋﺒﺪ اﻟﻘﺎدر ﻓﻀﻴﻞ‬
. 154 ‫ص‬, 2008,‫اﳉﺰاﺋﺮ‬,‫دار ﻫﻮﻣﺔ‬,‫ﰲ اﻟﻨﻬﻮض ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬,‫ﺻﺎﱀ ﺑﻠﻌﻴﺪ‬

77
Appendices
Appendices (Questionnaires) / Maps and Illustrations /

Appendix A: The Questionnaire in English

NB: You are kindly invited to tick
the best choice that seems true for you.
Abbreviations and Acronyms:
MSA: Modern Standard Arabic ADA: Algerian Dialectal Arabic Ber: Berber
Fr: French Eng: English

Section One: Personal Information

1. Sex : Male Female
2. Age: 20- 25 26- 30 31- 40 41- 50 >50
3. Domain: Arabic English French
4. Level : Master one Master two
5. Speciality : Linguistics Didactics Literature
6. Mother Tongue: MSA ADA Ber Fr

Section Two: Language (s) Use and Attitudes towards MSA

1. Do you master Modern Standard Arabic? Yes No
2. Do you use Modern Standard Arabic? Yes No
3. Where do you use MSA?
At university At home Street job
Others (specify):………………………………………………………………………
4. With whom do you use MSA?
Family members Friends Teachers
Others (specify):………………………………………………………………………
5. How often do you use MSA?
Always Often Sometimes Rarely

6. Do you think that MSA is a complex language? Yes No

Why? Is It because…?

Grammar Pronunciation Vocabulary Punctuation

7. The most Radio channels and Music you listen to are in:

MSA ADA Berber French

79
Appendices (Questionnaires) / Maps and Illustrations /

Others (specify):…………………………………………………………………………
8. the most Television channels and Films you watch are in:
MSA ADA Berber French
Others(specify):………………………………………………………………………….
9. Do you feel ashamed when using MSA? Yes No
Why? Is It because…?
Peoples have negative attitudes towards MSA
You May feel as someone illiterate or uneducated
Does not express yourself as the other languages
You may feel mocked by others
Other (specify):…………………………………………………………………………
10. Which language variety do you prefer to use it in your everyday life?
MSA ADA Berber French English
Others (specify) :………………………………………………………………………
11. Are you motivated to enhance your level in MSA? Yes No
Why? Is It Because…?
Very important for our society to show our existence your best language
The official and national language of our country
Part of our religion, identity and culture
Others (specify):…………………………………………………………………………
12. Do you think that the MSA will disappear among the Algerians?
Yes No
Why? Is It because…?
The language of our religion and it is preserved by Quran the national language of our
country the lack of its speakers since it is restricted in some domains the lack of
awareness towards the status of our language
Others (specify):………………………………………………………………
13. Do you use French language? Yes No
14. Which skill(s) do you master in the French language?
Writing Reading Speaking Listening
15. How often do you use the French language?
Always Often Sometimes Rarely

80
Appendices (Questionnaires) / Maps and Illustrations /

16. Which language do you prefer to use in your mobile or laptop?

MSA French English
Others(specify):…………………………………………………………………………
17. The coexistence of French with the Arabic varieties within the Algerian society is:
Positive Negative
Why? Is It because…?
helps peoples to communicate easily with native speakers
French is affecting the MSA acquisition French is desirable due to the intercultural
differences French has replaced the status of our national/official language
Others (specify):……………………………………………………………………………………………………
18. Do you think that French will disappear among the Algerians?
Yes No
Why? Is It because…?
It may be affected by the English language it is the language of modernity
It is used everywhere even in informal settings It is being taught in our schools as
the first foreign language

Section Three: Language Revitalization

1. Do you think that MSA is in danger? Yes No
How? This can be seen through…:
The political, educational system that is adopted
The mixing between MSA and ADA language varieties
Its users when they keep away from their mother language
Others (specify):………………………………………………………………………….
2. MSA revitalization as a national and official language is desirable
Strongly agree Agree Strongly disagree Disagree
3. MSA revitalization will hinder the country’s progress
Strongly agree Agree Strongly disagree Disagree
4. It is very important to review the Arabization policy in Algeria
Strongly agree Agree Strongly disagree Disagree
5. It seems that most of the Algerian parents guide their children towards
studying foreign languages rather than MSA from their childhood
Strongly agree Agree Strongly disagree Disagree

81
Appendices (Questionnaires) / Maps and Illustrations /

Why? Is It because…?
Opportunities for jobs enable them to travel over the world Learning foreign
languages would ensure their best future Underestimate their national language
Others (specify) :……………………………………………………………………

6. Are you for?

Arabisation Bilingual Multilingual
Why? Is It because…?
Arabization is not so conceivable, and not promising for the time being
Being bilingual or multilingual society leads to the technological benefit from the
world Arabization is fundamental in preserving our culture and identity
The Arabization process would ensure the linguistic autonomy
Others (specify):…………………………………………………………………………

Thank you very much for your collaboration

collaboration

82
‫)‪Appendices (Questionnaires‬‬ ‫‪/ Maps and Illustrations /‬‬

‫اﺳﺘﺒﻴﺎن‪Appendix B:‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺿﻊ ﻋﻼﻣﺔ
ﰲ اﳋﺎﻧﺔ اﳌﻨﺎﺳﺒﺔ ﻻﺧﺘﻴﺎرك‬

‫اﻟﻤﺮﺣﻠﺔ اﻷوﻟﻰ‪ :‬ﻣﻌﻠﻮﻣﺎت ﺷﺨﺼﻴﺔ‬
‫أﻧﺜﻰ‬ ‫اﻟﺠﻨﺲ‪ :‬ذﻛﺮ‬ ‫‪.1‬‬
‫اكثرمن ‪50‬‬ ‫‪50-41‬‬ ‫‪40-31‬‬ ‫‪30 -26‬‬ ‫‪25-20‬‬ ‫‪ .2‬اﻟﺴﻦ‪:‬‬
‫اﻻﳒﻠﻴﺰﻳﺔ‬ ‫اﻟﻔﺮﻧﺴﻴﺔ‬ ‫‪ .3‬اﻟﻤﻴﺪان ‪ :‬اﻟﻌﺮﺑﻴﺔ‬
‫ﺛﺎﻧﻴﺔ ﻣﺎﺳﱰ‬ ‫‪ .4‬اﻟﻤﺴﺘﻮى‪ :‬أوﱃ ﻣﺎﺳﱰ‬
‫آداب‬ ‫ﺗﻌﻠﻴﻤﻴﺔ‬ ‫ﻟﺴﺎﻧﻴﺎت‬ ‫‪.5‬اﻟﺘﺨﺼﺺ‪:‬‬
‫اﻟﻔﺮﻧﺴﻴﺔ‬ ‫اﻻﻣﺎزﻳﻐﻴﺔ‬ ‫اﻟﻠﻬﺠﺔ اﻟﻌﺮﺑﻴﺔ اﳉﺰاﺋﺮﻳﺔ‬ ‫‪ .6‬ﻟﻐﺘﻚ اﻷم‪ :‬اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬

‫اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻧﻴﺔ ‪ :‬اﺳﺘﻌﻤﺎل اﻟﻠﻐﺔ أو اﻟﻠﻐﺎت واﻟﻤﻮاﻗﻒ اﻟﺴﺎﺋﺪة اﺗﺠﺎﻩ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫ﻻ‬ ‫ﻧﻌﻢ‬ ‫‪ .1‬ﻫﻞ ﺗﺘﻘﻦ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ؟‬
‫ﻻ‬ ‫‪ .2‬ﻫﻞ ﺗﺴﺘﻌﻤﻞ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ؟ ﻧﻌﻢ‬
‫‪ .3‬اﻳﻦ ﺗﺴﺘﻌﻤﻞ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ؟‬
‫اﻟﻌﻤﻞ‬ ‫اﻟﺸﺎرع‬ ‫اﻟﺒﻴﺖ‬ ‫اﳉﺎﻣﻌﺔ‬
‫اﻷﺳﺎﺗﺬة‬ ‫اﻷﺻﺪﻗﺎء‬ ‫اﻟﻌﺎﺋﻠﺔ‬ ‫‪ .4‬ﻣﻊ ﻣﻦ ﺗﺴﺘﻌﻤﻞ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ؟‬
‫ﻧﺎدرا‬ ‫أﺣﻴﺎﻧﺎ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫‪ .5‬ﻛﻢ ﻣﺮة ﺗﺴﺘﻌﻤﻞ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ؟ داﺋﻤﺎ‬
‫ﻟﻤﺎذا؟‬ ‫ﻻ‬ ‫‪ .6‬ﻫﻞ ﺗﻌﺘﻘﺪ ان اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻣﻌﻘﺪة؟ ﻧﻌﻢ‬
‫ﻋﻼﻣﺎت ﺗﺮﻗﻴﻤﻬﺎ‬ ‫ﻣﻔﺮدا‪‬ﺎ‬ ‫ﻧﻄﻘﻬﺎ‬ ‫ذﻟﻚ ﺑﺴﺐ‪ :‬ﳓﻮﻫﺎ‬
‫‪ .7‬اﻛﺜﺮ اﻻﻏﺎﻧﻲ و اﻟﻘﻨﻮات اﻻذاﻋﻴﺔاﻟﺘﻲ ﺗﺴﻤﻌﻬﺎ ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮن ﺑﺎﻟﻠﻐﺔ‪:‬‬
‫اﻟﻔﺮﻧﺴﻴﺔ‬ ‫اﻻﻣﺎزﻳﻐﻴﺔ‬ ‫اﻟﻠﻬﺠﺔ اﻟﻌﺮﺑﻴﺔ اﳉﺰاﺋﺮﻳﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫اﺧﺮى )اذﻛﺮﻫﺎ(‪....................................................................................‬‬
‫‪ . 8‬اﻛﺜﺮ اﻟﺒﺮاﻣﺞ اﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ و ﻣﻌﻈﻢ اﻻﻓﻼم اﻟﺘﻲ ﺗﺸﺎﻫﺪﻫﺎ ﺗﻜﻮن ﺑﺎ ﻟﻠﻐﺔ ‪:‬‬
‫اﻟﻔﺮﻧﺴﻴﺔ‬ ‫اﻻﻣﺎزﻳﻐﻴﺔ‬ ‫اﻟﻠﻬﺠﺔ اﻟﻌﺮﺑﻴﺔ اﳉﺰاﺋﺮﻳﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫اﺧﺮى)اذﻛﺮﻫﺎ(‪.....................................................................................‬‬

‫‪83‬‬
‫)‪Appendices (Questionnaires‬‬ ‫‪/ Maps and Illustrations /‬‬

‫ﻻ‬ ‫‪ . 9‬ﻫﻞ ﺗﺨﺠﻞ ﻣﻦ اﺳﺘﻌﻤﺎﻟﻚ ﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ؟ ﻧﻌﻢ‬

‫ﻻن‪:‬‬ ‫ﻟﻤﺎذا؟‬
‫ﺳﺨﺮﻳﺔ اﻻﺧﺮﻳﻦ ﻣﻨﻚ ﻻﺳﺘﻌﻤﺎﳍﺎ‬ ‫ﻧﻈﺮة ا‪‬ﺘﻤﻊ اﻟﺴﻠﺒﻴﺔ ﻟﻠﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻻ ﺗﱪز ﺷﺨﺼﻴﺘﻚ ﰲ ا‪‬ﺘﻤﻊ ﻣﻘﺎرﻧﺔ ﺑﺎﻟﻠﻐﺎت اﻻﺧﺮى‬
‫ﺗﺸﻌﺮ ﺑﺎﻧﻚ ﺷﺨﺺ ﻏﲑ ﻣﺜﻘﻒ او ﻏﲑ ﻣﺘﻌﻠﻢ‬
‫اخرى)اذكرھا(‪.........................................................................................................‬‬

‫‪ . 10‬أي ﻟﻐﺔ ﻣﻦ اﻟﻠﻐﺎت ﺗﻔﻀﻞ اﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺣﻴﺎﺗﻚ اﻟﻴﻮﻣﻴﺔ؟‬

‫اﻟﻔﺮﻧﺴﻴﺔ‬ ‫اﻻﻣﺎزﻳﻐﻴﺔ‬ ‫اﻟﻠﻬﺠﺔ اﻟﻌﺮﺑﻴﺔ اﳉﺰاﺋﺮﻳﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫اﺧﺮى)اذﻛﺮﻫﺎ(……………………………‪................................................‬‬
‫ﻻ‬ ‫‪ .11‬ﻫﻞ ﻟﺪﻳﻚ رﻏﺒﺔ ﻓﻲ ﺗﻄﻮﻳﺮ ﻣﺴﺘﻮاك ﻟﻠﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ؟ ﻧﻌﻢ‬
‫ﻻن ‪:‬‬ ‫ﻟﻤﺎذا؟‬
‫ﻣﻦ اﻟﻀﺮوري اﺑﺮاز ﻫﻮﻳﺘﻨﺎ وﺛﻘﺎﻓﺘﻨﺎ وﻫﺬا ﻳﻜﻮن اﻻ ﺑﻠﻐﺘﻨﺎ اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﻌﺮﺑﻴﺔ ﺟﺰء ﻣﻦ دﻳﻨﻨﺎ‪،‬ﻫﻮﻳﺘﻨﺎ و ﺛﻘﺎﻓﺘﻨﺎ‬
‫ﻫﻲ ﻟﻐﺘﻨﺎ اﻟﻮﻃﻨﻴﺔ و اﻟﺮﲰﻴﺔ ﻟﻠﺒﻼد‬
‫ﻫﻲ ﻟﻐﺘﻚ اﳌﻔﻀﻠﺔ‬
‫أﺧﺮى)اذﻛﺮﻫﺎ(‪........................................................................................‬‬
‫ﻻ‬ ‫‪ .12‬ﻫﻞ ﺗﻌﺘﻘﺪ ان اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﺳﺘﺰول ﻣﻦ اﻟﺠﺰاﺋﺮ ؟ ﻧﻌﻢ‬
‫ﻻن‪:‬‬ ‫ﻟﻤﺎذا ؟‬
‫ﻫﻲ ﻟﻐﺔ اﻟﺪﻳﻦ وﳏﻔﻮﻇﺔ ﲝﻔﻈﻪ‬
‫اﻟﻌﺮﺑﻴﺔ ﻫﻲ اﻟﻠﻐﺔ اﻟﺮﲰﻴﺔ واﻟﻮﻃﻨﻴﺔ ﻟﻠﺒﻼد‬
‫ﻧﻘﺺ اﻟﺘﻮﻋﻴﺔ ﺑﺎﳘﻴﺔ ﻣﻜﺎﻧﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻛﻠﻐﺔ دﻳﻦ ووﻃﻦ‬
‫اﻟﻌﺮﺑﻴﺔ ﺗﻔﺘﻘﺮ ﻣﺴﺘﻌﻤﻠﻴﻬﺎ ﻓﻬﻲ ﳏﺪودة ﰲ ﺑﻌﺾ ا‪‬ﺎﻻت‬
‫اﺧﺮى)اذﻛﺮﻫﺎ(‪......................................................................................‬‬
‫ﻻ‬ ‫ﻧﻌﻢ‬ ‫‪ .13‬ﻫﻞ ﺗﺘﻘﻦ اﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ؟‬
‫اﻟﺴﻤﻊ‬ ‫اﻟﻨﻄﻖ‬ ‫اﻟﻘﺮاءة‬ ‫اﻟﻜﺘﺎﺑﺔ‬ ‫‪ .14‬اﻳﻦ ﻳﻜﻤﻦ اﺗﻘﺎﻧﻚ ﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ؟‬

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‫ﻧﺎدرا‬ ‫اﺣﻴﺎﻧﺎ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫داﺋﻤﺎ‬ ‫‪ .15‬ﻛﻢ ﻣﺮة ﺗﺴﺘﻌﻤﻞ اﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ؟‬

‫‪ .16‬اي ﻟﻐﺔ ﻣﻦ اﻟﻠﻐﺎت ﺗﻔﻀﻞ اﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺟﻮاﻟﻚ او ﺣﺎﺳﻮﺑﻚ ؟‬
‫اﻻﳒﻠﻴﺰﻳﺔ‬ ‫اﻟﻔﺮﻧﺴﻴﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫أﺧﺮى)اذﻛﺮﻫﺎ(‪.....................................................................‬‬
‫‪ .17‬ﺗﻌﺎﻳﺶ اﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ ﺿﻤﻦ اﻟﻠﻐﺎت اﻟﻌﺮﺑﻴﺔ اﻻﺧﺮى ﻓﻲ اﻟﻤﺠﺘﻤﻊ اﻟﺠﺰاﺋﺮي ﻫﻮ اﻣﺮ‬
‫ﺳﻠﱯ‬ ‫اﳚﺎﰊ‬
‫ﻷن‪:‬‬ ‫ﻟﻤﺎذا؟‬
‫اﻟﻔﺮﻧﺴﻴﺔ ﺗﺴﻬﻞ اﻟﺘﻮاﺻﻞ ﻣﻊ اﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬
‫اﻟﺜﻘﺎﻓﺔ ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼف اﻟﻠﻐﺔ و اﻟﻔﺮﻧﺴﻴﺔ ﻣﺮﻏﻮب ﻓﻴﻬﺎ ﻟﻔﻬﻢ ﺛﻘﺎﻓﺘﻬﺎ‬
‫ﺗﺎﺛﺮ اﳉﺰاﺋﺮﻳﲔ ﺑﺎﻟﻔﺮﻧﺴﻴﺔ اﻋﻄﻰ ﳍﺎ ﻣﻜﺎﻧﺔ ﻟﻐﺘﻨﺎ اﻟﻮﻃﻨﻴﺔ ﰲ ا‪‬ﺘﻤﻊ‬
‫اﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ ﺗﺆﺛﺮﻋﻠﻰ اﻛﺘﺴﺎب اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫اﺧﺮى)اذﻛﺮﻫﺎ(‪....................................................................................‬‬
‫ﻻ‬ ‫ﻧﻌﻢ‬ ‫‪ .18‬ﻫﻞ ﺗﻌﺘﻘﺪ ان اﻟﻔﺮﻧﺴﻴﺔ ﺳﺘﺰول ﻣﻦ اﻟﺠﺰاﺋﺮ؟‬
‫ﻷن‪:‬‬ ‫ﻟﻤﺎذا؟‬
‫اذا ﺗﺎﺛﺮ اﳉﺰاﺋﺮﻳﲔ ﺑﺎﻟﻠﻐﺔ اﻻﳒﻠﻴﺰﻳﺔ‬
‫اﻟﻔﺮﻧﺴﻴﺔ ﻫﻲ اﻟﻠﻐﺔ اﻻوﱃ اﻻﺟﻨﺒﻴﺔ ﰲ اﳉﺰاﺋﺮ‬
‫اﺳﺘﻌﻤﺎل اﻟﻠﻐﺔ اﻟﻔﺮﻧﺴﻴﺔ ﻣﻮﺟﻮد ﰲ اﻏﻠﺐ ا‪‬ﺎﻻت‬
‫اﻟﻔﺮﻧﺴﻴﺔ ﻟﻐﺔ اﻟﺘﻄﻮر‬
‫أﺧﺮى )أذﻛﺮﻫﺎ(‪.......................................................................................‬‬
‫اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻟﺜﺔ ‪ :‬اﺣﻴﺎء اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫ﻻ‬ ‫ﻧﻌﻢ‬ ‫‪.1‬ﻫﻞ ﺗﻌﺘﻘﺪ ان اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻓﻲ ﺧﻄﺮ؟‬
‫ذﻟﻚ ﻣﻦ ﺧﻼل ‪:‬‬ ‫ﻟﻤﺎذا؟‬
‫اﺣﺘﻜﺎك اﻟﻌﺮﺑﻴﺔ ﺑﺎاﳍﺠﺔ اﻟﻌﺮﺑﻴﺔ اﳉﺰاﺋﺮﻳﺔ‬ ‫اﻟﻨﻈﺎم اﻟﺴﻴﺎﺳﻲ اﻟﺘﻌﻠﻴﻤﻲ اﳌﺘﺒﻊ‬
‫اﻟﺘﺄﺛﺮ اﻟﺸﺪﻳﺪ ﻟﻠﺠﺰاﺋﺮﻳﲔ ﺑﺎﺳﺘﻌﻤﺎل اﻟﻠﻬﺠﺔ اﻟﻌﺮﺑﻴﺔ اﳉﺰاﺋﺮﻳﺔ ﻋﻮض اﻟﻔﺼﺤﻰ‬
‫أﺧﺮى)اذﻛﺮﻫﺎ(‪...........................................................................‬‬
‫ﻏﲑ ﻣﻮاﻓﻖ‬ ‫ﻣﻮاﻓﻖ‬ ‫‪ . 2‬إﺣﻴﺎء اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻛﻠﻐﺔ وﻃﻨﻴﺔ رﺳﻤﻴﺔ أﻣﺮ ﻣﺮﻏﻮب ﻓﻴﻪ‬
‫ﻏﲑ ﻣﻮاﻓﻖ‬ ‫ﻣﻮاﻓﻖ‬ ‫‪ . 3‬إﺣﻴﺎء اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻳﻌﺘﺮض ﻃﺮﻳﻖ ﺗﻘﺪم وﺗﻨﻤﻴﺔ اﻟﺒﻼد‬
‫ﻏﲑ ﻣﻮاﻓﻖ‬ ‫ﻣﻮاﻓﻖ‬ ‫‪ .4‬إن ﻣﻦ اﻟﻀﺮوري اﻋﺎدة اﻟﻨﻈﺮ ﻓﻲ ﺳﻴﺎﺳﺔ اﻟﺘﻌﺮﻳﺐ ﻓﻲ اﻟﺠﺰاﺋﺮ‬

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‫‪ .5‬ﻣﻌﻈﻢ اﻻﺑﺎء اﻟﺠﺰاﺋﺮﻳﻴﻦ ﻳﺤﺜﻮن اوﻻدﻫﻢ ﻣﻨﺬ ﻃﻔﻮﻟﺘﻬﻢ ﻋﻠﻰ دراﺳﺔ اﻟﻠﻐﺎت اﻻﺟﻨﺒﻴﺔ اﻛﺜﺮ ﻣﺎ ﻫﻮ ﻋﻠﻴﻪ ﺑﺎ‬
‫ﻏﲑ ﻣﻮاﻓﻖ‬ ‫ﻣﻮاﻓﻖ‬ ‫ﻟﻨﺴﺒﺔ ﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫ﻻن‪:‬‬ ‫ﻟﻤﺎذا؟‬
‫ﻛﺴﺐ ﻓﺮص ﻋﻤﻞ‬
‫اﻟﻠﻐﺎت اﻷﺟﻨﺒﻴﺔ ﺗﻀﻤﻦ ﻷوﻻدﻫﻢ ﻣﺴﺘﻘﺒﻞ زاﻫﺮ‬
‫ﲤﻜﻨﻬﻢ ﻣﻦ اﻟﺴﻔﺮ ﺣﻮل اﻟﻌﺎﱂ‬
‫اﻻﺳﺘﻬﺎﻧﺔ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ‬
‫أﺧﺮى )اذﻛﺮﻫﺎ(‪....................................................................................‬‬
‫‪ .6‬أﻧﺖ ﻣﻊ‬
‫اﻟﺘﻌﺪدﻳﺔ اﻟﻠﻐﻮﻳﺔ‬ ‫اﻻزدواﺟﻴﺔ اﻟﻠﻐﻮﻳﺔ‬ ‫اﻟﺘﻌﺮﻳﺐ‬
‫ﻷن‪:‬‬ ‫ﻟﻤﺎذا؟‬
‫اﻟﺘﻌﺮﻳﺐ ﻻ ﻳﺘﻮاﻛﺐ ﻣﻊ اﻟﻌﺼﺮ اﳊﺎﱄ‬
‫اﻟﻠﻐﺎت اﻻﺟﻨﺒﻴﺔ ﻟﻐﺎت اﻟﺘﻄﻮر اﻟﺘﻜﻨﻮﻟﻮﺟﻲ‬
‫اﻟﺘﻌﺮﻳﺐ ﻋﻨﺼﺮ اﺳﺎﺳﻲ ﰲ اﶈﺎﻓﻈﺔ ﻋﻠﻰ اﳍﻮﻳﺔ واﻟﺜﻘﺎﻓﺔ‬
‫ﻻ ﺗﻜﻮن اﺳﺘﻘﻼﻟﻴﺔ ﻟﻐﻮﻳﺔ اﻻ ﺑﺎﻟﺘﻌﺮﻳﺐ‬
‫أﺧﺮى)اذﻛﺮﻫﺎ(‪.......................................................................................‬‬

‫ﺷﻜﺮا ﺟﺰﻳﻼ ﻋﻠﻰ ﺗﻌﺎوﻧﻜﻢ‬

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Appendix C: The Questionnaire in French

• Des Information Personnelle

1. Sexe : Masculine féminin
2. L’âge : 20-25 26-30 31-40 41-50 >50
3. Domaine : Arabe Anglais Français
4. Niveau : première année master douzième année master
5. Spécialiste : Linguistique Didactique Littérature
6. Langue Maternelle : Arabe Classique Arabe Dialecte Tamazigh français
• L’usage Et la Point De Vue De La Langue Arabe
1. Etes- vous bien maitriser la langue Arabe ? Oui No
2. Est- ce- que vous utilisiez la langue Arabe ? Oui No
3. Ou vous l’employez ? Université Domicile Travail
4. Avec qui vous l’employez ? Famille Amis Instructeur
5. Combien de fois vous l’employez ? Toujours Parfois Souvent Rarement
6. Croyez-vous que cette langue est compliquée ? Oui No
Les causes sont : Prononciation Grammaire Vocabulaire Ponctuatio
7. La majorité des chansons et radio que vous l’écoutiez édités avec la langue
Arabe Classique Dialecte Tamazigh Français
D’autres langues…………………………………………………………………..
8. La majorité des TV Channel que vous regardez sont avec la langue
Arabe Classique Dialecte Tamazigh Français
9. Etes – vous honteux d’employer cette langue ? Oui No
Pourquoi ? Parce que
Le regard de la société Méprisation des autres
Vous sentiez que vous êtes une personne non intellectuelle
L’Arabe Standard ne montre pas votre personnalite dans la societe par rapport a d’autres
langues
D’autres (spécifier)…………………………………………………………………
10. Quelle langue préférez- vous dans ta vie quotidienne ?
Arabe Classique Arabe Dialecte Tamazigh Français
D’autres (spécifier)………………………………………………………………….
11. Avez-vous l’envie d’ameliosier votre niveau de la langue Arabe ? Oui No
Pourquoi ? Parce que

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Il est nécessaire de repérer notre identité et notre culture

L’Arabe est une partie de notre religion, identité et culture
C’est notre langue nationale et officielle de notre pays
C’est ton langue préférée
12. Croyez – vous que la langue Arabe va dispara en Algérie ? Oui No
Pourquoi ? Parce que
C’est la langue religieuse est préserver de sa préservation
L’Arabe est la langue officielle et nationale de notre pays
Manque de sensibilisation de la valeur de notre langue
L’Arabe est besoin de ses utilisateurs dans tous les domaines
D’autres (spécifier)…………………………………………………………………
13. Etes-vous bien maitrise la langue Française ? Oui No
14. Ou pouvez –vous la maitriser ?
L’écriture la lecture prononciation l’écoute
15. Combien de fois vous employez cette langue ?
Toujours Parfois Souvent Rarement
16. Quelle langue préférez-vous dans ton téléphone ou votre PC ?
L’Arabe Français L’Anglais
D’autres (spécifier)……………………………………………………………….
17. Coexistant de la langue Française parmi la langue Arabe dans la société
Algérienne c’est Positive Négative
Pourquoi ? Parce que
Le Français facilite la communication
La culture ça se diffère le Français indésirable pour comprendre leur culture
L’influence des Algériens par Français donne une valeur à notre langue nationale de la société
La langue Française influence à l’acquisition de la langue Arabe
D’autres (spécifier)…………………………………………………………………..
18. Croyez –vous que la langue Française va dispara en Algérie ? Oui No
Pourquoi ? Parce que
L’influence des Algériennes de la langue Anglaise
Le français est la première langue étrangère en Algérie
L’utilisation de cette langue dans tous les domaines
Le Français est la langue de développement
D’autre (spécifier)……………………………………………………………….

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• Revivre de La Langue Arabe

1. Croyez – vous que la langue Arabe est en danger ? Oui Non
Pourquoi ? Parce que
L’ordre politique suivant Masse entre la langue et le dialecte
L’influence des Algériens par le dialecte
D’autre(specifier)……………………………………………………………….
2. Revivre de la langue Arabe nationale et officielle c’est désirable.
Pour Contre
3. Revivre de la langue Arabe empêché le par cour de la progression de notre pays.
Pour Contre
4. Il est très important de bon voire la politique d’Arabisation plane en Algérie.
Pour Contre
5. La plupart de parents Algériens provoquent et poussent ses enfants dès leur
naissance à étudier les langues étrangères. Pour Contre
Pourquoi ? Parce que
Trouver des postes de travail
Les langues étrangères assurent leur avenir
Voyager dans le monde
Méprisez la langue Arabe
D’autre(specifier)……………………………………………………………………………..
6. Etes-vous pour
L’Arabo-plane Bilinguistique trèslinguistique
Pourquoi ? Parce que
L’Arabo plane n’a pas d’actualité
Les langues étrangères sont des des langues de progression technologique
L’Arabo plane est très important pour préserver notre identité et culture
L’Independence peut réaliser à travers l’Arabo plane
D’autre(specifier)……………………………………………………………………………..

Merci d’avance pour votre aide

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‫‪Appendix D: ïiŠÈÛa@l…þa@ñŠmb×…@Éß@òíìБ@òÜibÔß‬‬

‫ﺗﻌﺘﱪ ﻫﺬﻩ اﳌﻘﺎﺑﻠﺔ أﻫﻢ ﺟﺰء ﻣﻦ ﻣﺬﻛﺮﺗﻨﺎ ﺣﻴﺚ ﻧﺮﺟﻮ ﻣﻨﻜﻢ اﻻﺟﺎﺑﺔ ﻋﻠﻰ اﻻﺳﺌﻠﺔ اﻟﺘﺎﻟﻴﺔ‪:‬‬
‫اﻟﻤﺮﺣﻠﺔ اﻷوﻟﻰ‪ :‬اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﻬﻨﻴﺔ‬
‫‪ 1‬ﻣﺪة اﻟﺘﺪرﻳﺲ‪:‬‬
‫ﻳﻌﺘﱪ اﻟﺘﻌﺮﻳﺐ ﻣﻦ أﻫﻢ اﻟﺴﻴﺎﺳﺎت اﻟﻠﻐﻮﻳﺔ اﻟﱵ اﻧﺘﻬﺠﺘﻬﺎ اﳉﺰاﺋﺮ ﺑﻌﺪ ﻓﱰة اﻻﺳﺘﻘﻼل ﻣﻦ أﺟﻞ ﲢﻘﻴﻖ أﻫﻢ‬
‫أﻫﺪاف اﻟﺘﻌﺮﻳﺐ وﻫﻮ ﺟﻌﻞ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ا‪‬ﺘﻤﻊ اﳉﺰاﺋﺮي وذﻟﻚ ﻣﻦ ﺧﻼل اﺣﻴﺎﺋﻬﺎ وﳏﻮ ﻣﺎ ﺧﻠﺪﻩ اﻻﺳﺘﻌﻤﺎر‬
‫اﻟﻔﺮﻧﺴﻲ‪ ،‬إﻻ أﻧﻪ ﻛﺎن ﻓﻴﻪ ﲨﻠﺔ ﻣﻦ اﻟﺘﺤﺪﻳﺎت واﻟﻌﻮاﺋﻖ ﻟﻨﺠﺎح ﻫﺬﻩ اﻟﺴﻴﺎﺳﺔ اﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﻣﻦ ﻓﻀﻠﻜﻢ ﻧﺮﺟﻮ اﻹﺟﺎﺑﺔ ﻋﻠﻰ اﻷﺳﺌﻠﺔ اﻟﺘﺎﻟﻴﺔ‬
‫‪ 2‬ﻛﻴﻒ ﺗﺮى ﺣﺎﻟﺔ اﻟﺘﻌﺮﻳﺐ ﻋﺎﻣﺔ‪ ،‬وﻋﻠﻰ وﺟﻪ اﳋﺼﻮص ﺣﺎﻟﺔ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﰲ ﺟﺰاﺋﺮ اﻟﻴﻮم؟‬
‫‪ 3‬ﻫﻞ ﺗﻌﺘﻘﺪ أن اﻟﺘﻌﺮﻳﺐ ﺣﻘﻖ أﻫﻢ أﻫﺪاﻓﻪ وﻫﻮ ﺗﻌﻤﻴﻢ اﺳﺘﻌﻤﺎل اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ؟ﱂ أو ﻣﺎﻫﻲ اﻷﺳﺒﺎب اﳉﻮﻫﺮﻳﺔ ﰲ‬
‫راﻳﻚ؟‬
‫‪ 4‬ﰲ راﻳﻚ‪ ،‬ﻣﺎ ﻫﻲ أﺑﺮز اﻟﻌﻮاﺋﻖ اﳊﺎﻟﻴﺔ اﻟﱵ ﺗﻌﱰض اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﻟﺘﺼﺒﺢ ﻓﺎﻋﻠﺔ ﰲ ﻋﺪة ﳎﺎﻻت أﺑﺮزﻫﺎ‬
‫ا‪‬ﺎل اﻟﻌﻠﻤﻲ؟‬
‫‪ 5‬ﰲ راﻳﻚ‪ ،‬ﻣﺎ ﻫﻮ ﻣﺼﲑ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ ﰲ ﻇﻞ ﲢﺪﻳﺎت اﻟﻌﻮﳌﺔ واﻟﻌﺼﺮﻧﺔ؟ ﳌﺎذا؟‬
‫‪ 6‬ﻫﻞ ﻫﻨﺎك ﻣﺸﺎرﻳﻊ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﻨﻬﻮض واﺣﻴﺎء اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ اﻟﻔﺼﺤﻰ؟ ﻣﺎ ﻣﺪى ﳒﺎﻋﺔ ﺗﻠﻚ اﳌﺸﺎرﻳﻊ وﻛﻴﻒ ﺗﻜﻮن‬
‫ﻛﻴﻔﻴﺔ ذﻟﻚ؟‬

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Appendices (Questionnaires) / Maps and Illustrations /

Appendix E: Arabic Teachers’ Interview in English

Section One: Professional Data
1. Teaching Experience (years):
Section Two: Teachers’ Perception of the Arabization Policy
The Arabization Policy is regarded as the one of the most important linguistic dogma in
which Algeria after its independence has adopted such process in order to revive the status of
Modern Standard Arabic within Algerian society. On the other hand, the Arabization policy is
aiming at the eradication of the colonial language. However, this linguistic dogma is facing
mangy problems and even challenges to be successful. Here in, the present interview may
help us in getting valid data about the current status of Modern Standard Arabic.
Would you like please to answer the following questions?
2. What do you think about the current status of Arabization policy in general and the
Modern Standard Arabic language in particular?
3. Do you think that using MSA in all domains as the most essential goal has been achieved?
What are the major reasons? And why?
4. What are the chief obstacles that hinder the vital role of MSA to be used as the dominant
language in various domains such as the field of science?
5. The co-existence of MSA with the omnipresent phenomenon of globalization and
technology has influenced the position of MSA. Here in, how do you expect that status in
future? And why?
6. Do you think that there are an enough efforts for MSA revitalization? To what extent those
efforts are effective?

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Appendix F: Entretien d’Enseignants Arabes en Français

Première partie: Données Professionnelles

1 Expérience d'Enseignement (année):
Section Deux: Perception des Enseignants de la Politique d’Arabisation
La politique d'arabisation est considérée comme l'un des dogmes linguistiques les plus
importants dans lesquels l'Algérie, après son indépendance, a adopté un tel processus afin de
faire revivre le statut de l'arabe moderne et standard dans la société algérienne. D'autre part, la
politique d'arabisation vise l'éradication de la langue coloniale. Cependant, ce dogme
linguistique est confronté à des problèmes complexes et même à des défis pour réussir. Ici, la
présente interview peut nous aider à obtenir des données valides sur l’état actuel de l’arabe
standard moderne.
Voulez-vous s'il vous plaît répondre aux questions suivantes?
2. Que pensez-vous de l'état actuel de la politique d'arabisation en général et de la langue arabe
standard moderne en particulier?
3. Pensez-vous que l'utilisation de MSA dans tous les domaines en tant qu'objectif essentiel a
été réalisée? Quelles sont les principales raisons? Et pourquoi?
4. Quels sont les principaux obstacles qui empêchent le rôle vital de la MSA d’être utilisée
comme langue dominante dans divers domaines tels que le domaine de la science?
5. La coexistence de MSA avec le phénomène omniprésent de la mondialisation et de la
technologie a influencé la position de MSA. Comment attendez-vous ce statut à l’avenir? Et
pourquoi?
6. Pensez-vous qu'il y a assez d'efforts pour la revitalisation de MSA? Dans quelle mesure ces
efforts sont-ils efficaces?

92
Appendices (Questionnaires) / Maps and Illustrations /

Appendix G : Maps

Appendix G: Maps

Map 01: Map of Algeria Highlighting Tiaret (Wikipedia)

Map 02: Map of Berber varieties in Algeria (Wikipedia)

93
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