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Ghardaïa les 28-30/11/2013

Ghardaïa les 28-30/11/2013. مخبر في اللسانـيات، دينامكية اللغات والتعليمية Laboratoire: «Linguistique, Dynamique du langage et Didactique» .

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Ghardaïa les 28-30/11/2013

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  1. Ghardaïa les 28-30/11/2013 مخبر في اللسانـيات، دينامكية اللغات والتعليميةLaboratoire: «Linguistique, Dynamique du langage et Didactique» Colloque annuel CNPLET / Laboratoire Paragraphe Paris8La Néologie, les corpus informatisés et les processus d’élaboration des langues de moindre diffusion

  2. La Néologie, les corpus informatisés et les processus d’élaboration des langues de moindre diffusion Titleof the Communication The Mother Tongue, School Tongue Issue in Algeria Professeur BOUHADIBA Farouk, A.N. Université d’Oran Faculté des Lettres, des Langues et des Arts Département des Langues anglo-saxonnes Courriel: fbouhadiba@yahoo.fr / fbouhadiba@univ-oran.dz Site Web Labo: ldld.voici.org

  3. Outline I. Introduction II. The Mother Tongue and Related Issues III. Minority Language vs. Majority Language IV. The Present Approach V. A Display Map VI. Fishman’s Paradigm VII. The Child and his Language: the theoretical side VIII. Facts and Findings

  4. I. Introduction Choosing the most appropriate definition • First Language • Mother Tongue • Native Language • Arterial Language • L1 What to choose as a theoreticalconstruct?

  5. Terms often tied up with the concept of a NativeSpeaker, i.e., someone who has ‘learnt’ through stimulus-response behaviours (e.g. Mummy milk all gone! For “Mummy the milk has all gone” or “Mummy, I finished the milk”), • OR • Someone who acquired, during his socialisation process (the holophrastic stage, the structural stage and the syntactic stage) a communication tool : Language • Enabling talk and communication with: Mother, Father, Family and Others: children & adults in the community or society where he grows up.

  6. II. The Mother Tongue and Related Issues • April and Mahon (1999: 109) “Mother Tongue” is the label mostly used by linguists” while “First Language is said to be the language of infancy”. • Native language “... the language of the individual in society, i.e., the native speaker’s mother tongue is his/her native language. (ibid) • “Children succeed in acquiring their native language so quickly from the data or the language used around them”. (ibid)

  7. Questioning??? • Does such a definition tell us what exactly or precisely this Mother Tongue is? • What is its impact on the Childs Language Acquisition process as a whole? • Do we have the right at the guessing of the workings of an inaccessible mind? • How shall one confine or restrict the definition of the ‘Mother Tongue’ to make out of it a sociolinguistic or educational construct, allowing the use of the term as a basic concept in the field of theoretical and empirical research.

  8. Opacity in defining the “Mother Tongue”: • Bloomfield’s definition of the term in his famous book on Language (1933) • Linguistic Determinism (W. Von Humbolt, 1836) • Whorfianism (Sapir & Whorf, 1921) • The native speaker’s Linguistic Ability (e.g., ‘Does the work ‘blick’ exist in English?’ or ‘Does the word ‘bnick’ exist in English?’

  9. The structural view (Chomsky (1968 : 127): • “An infant is born with the rudiments of language and the will to talk”, i.e., the child’s acquisition of language is part of a subconscious process that develops as the child grows up to ‘absorb’ his ‘Mother Tongue. • Questioning ??? • How many mother tongues or native languages can an individual have? • What about native bilinguals? What is the first L1 in this case? • Which first ? The Mother’s Tongue or the Father’s Tongue?

  10. Other related Issues • The acquisition of a language from birth, • The impact of the critical age, • Socio-cultural identity, etc.

  11. More recently publications on the “Native speaker” • Louis Jean Calvet (2006), Towards an Ecology of World Languages. (Policy Press) • Alan Davies (2008) The Native speaker: Myth and Reality (MultilingualMatters) • Love, Nigel & Umberto Ansaldo (2010) "The Native Speaker and the Mother Tongue." Language Sciences, 32.6 : 589-93) • «Language Proficiency: Defining Levels Avoids Confusion". Alsintl.com. 2013-08-26.

  12. So basically, caution is required when concepts such as Mother Tongue, Native Language, Arterial Language or L1 areused for the description of facts of Language. We shall use presently the blanket term Mother Tongue (MT) to talk about The Mother Tongue, School Tongue Issue in Algeria.

  13. III. Minority Language vs. Majority Language • Journal of Multilingual and Multicultural Development (Routledge, UK) Volume 1 (1980) to Volume 34 (2013): proliferation of definitions. Each definition based on special caseswith the characteristics features of a Minority Language or a Majority Language following a number of pre-established sociolinguistic, institutional or economic parameters.

  14. Volume 11, Issues 1 and 2 (1990: 153-173) François Grin “The Economic Approach to Minority Languages” Volume 34, Issue 4, (2013, pp. 313-316) K. Austin and Julia Sallabank (SOAS) ‘Endangered languages: an introduction” Grenoble, L. A. 2011. “Language Ecology and Endangerment”. The Cambridge Handbook of Endangered Languages,

  15. IV. The Present Approach • Observation and description of the case of language use in Algeria based on Fishman’s Paradigm (1991) in order to scale the languages at work and see how one can situate them from a sociolinguistic perspective in terms of Minority Languages or Majority Languages

  16. V. A Display Map http://commons.wikimedia.org/wiki/File:Grandes-aires-linguistiques-berb%C3%A8res-v2.png

  17. A zoom http://commons.wikimedia.org/wiki/File:Grandes-aires-linguistiques-berb%C3%A8res-v2.png

  18. The Chaouia variety occupies a larger portion compared to Kabyle or Chenoui.The remaining space is for Algerian Spoken Arabic as a whole. • Statistically, we get: • Algerian Arabic ± 72% • Berber (or its varieties) ± 27.4%. • Yet, no one denies the fact that Berber is the ‘source language’ of over 99% of the Algerian inhabitants. • The question to be raised is what is Minor and what is Major in sociolinguistic, not institutional terms? • Let us see Fishman’s Sociolinguistic Profile Formula (1991) fits into this linguistic space.

  19. VI. Fishman’s Paradigm Fishman distinguishes three value positions: The maintenance and renewal of native languages can be voluntary, 'Minority rights' need not interfere with 'majority‘ “Bilingualism is a benefit for all" (pp. 82-84). Eight stages of language loss.

  20. Stage Eight: language death or total extinction • (tribal languages) • Stage One: dynamic survival e.g., Navaho • Stage Seven: languages spoken by adults only • Stage Six: languages where inter-generational use is absent (the children do not speak the language in question) • Stage Five: the language is used in force and in a dynamic way within socially and regionally. • (Typical of Berber varieties spoken in Algeria)

  21. Minority languages along this scale (Stage Five) tend to be used outside home (in the street, at school, ...). • Stages Four down to Stage Two: Minority Native Languages with legal status (in-school and out-school vitality) • Stage Four sees the minority language as a necessity at the level elementary education. • e.g. colour terms zraqazraq; bjadabjad; as opposed to xuxibanfsagi, etc., or numbers wahad, tlata, rab9a, etc.).

  22. Stage Three: the minority language is used in other spheres (factories, banks, the post office, etc.) but not by white collar workers or managers (cases of the dialects, mixtures of Fr. and Ar. and Berber, ….) • Stage Two: use in government offices, the press, the media, etc. • Stage One: use at higher government levels.

  23. VII. The Child and his Language: the theoretical side • The Holophrasticphase (sound recognition, one object = one word, e.g. nose, head, arms, toy, dog, etc. • The Structural phase: recognition of discourse categories such as nouns, pronouns, articles, verbs, adjectives, ... • The Syntactic phase: uttering simple active declarative sentences such as “I want milk” or “Mum, I love you” ...

  24. VIII. Facts and Findings At School: Standard Arabic, everyday French, School Arabic, ... It is often the case that the child does not recognise himself in phonetic / phonological repertoires of Standard Arabic or French. The transition from home to school is too abrupt for the child to assimilate or even adapt to a new environment: the school , the classroom, the teacher, ...

  25. Mother tongue / School tongue divergences Back home: • A. fahhamniəttəmri:n B. taʕa:ʃ? A. taʕla post B. galunnaʔəkətbutaħt kultaSwı:ra l ʔasəm ... • A. ha:da wash?? • B. brijja (sometimes risa:la) • A. Sahanakatbu? • B. rısa:latun (the teacher’s instructions !!!!)

  26. Otherexamples: ʔakalat al bıntasamakatun • əlbəntkla:tħu:ta • Dourari, A. (2006) about teaching Berber • “L’urgence est de dotercettelangued’une academie,d’unorganequis’occupera en amont de sonenseignement. Autrement dit, de recruter des chercheurs de rang doctoralquiproposeront des normesd’ecriture , de syntaxedidactiseespourdepasserle stade de l’oralite” • LeQuotidiend’Oran (6/12/2006, p. 3)

  27. A questionnaire: Item questions (a sample) • Q1: DoesBerber influence positively the teaching and learning ? Yes : 21.36 No : 34.95 I don’t know: 43.69 • Q2: As a National Language, doesBerber have an important place in primaryschoolteaching in the future? • Yes: 09.71 No : 38.83 I don’t know: 51.46 • Q3: Will Berberbetaken more intoconsideration if the choiceisgiven to you? • Yes: 00 No : 73.79 I don’t know: 26.21 • Q4: DoesBerberlead to a state of conflict or cohabitation? • Yes: 21.05 No : 63.24 I don’t know: 10.76

  28. Q5: Whatlanguage do pupils use most in the classroom? • SA: 32.04 AA 20.39 A mixture: 47.57 • Q6: Whichlanguage do pupils use most to talk • to you? • SA: 01.94 AA 79.61 A mixture: 18.47 • Q7: Do pupilsfinddifficultieswhenyou use Standard Arabiconly in your class? • Yes: 43.69 No : 53.40 I don’t know: 02.91

  29. Q8: Doesithappenthatyourpupils use French whentheyspeakArabic in the classroom? Yes: 35.92 No: 61.17 I don’t know: 2.91

  30. THANK YOU FAN BOUHADIBA

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