FROM HOME TO SCHOOL: A SOCIOLINGUISTIC STUDY OF ARABIC DIGLOSSIA AND ITS EFFECTS ON FORMAL INSTRUCTION IN THE ALGERIAN EDUCATION SYSTEM

Abstract

The purpose of the present study is to investigate the impact of Arabic diglossia on the teaching/learning process in some primary schools scattered throughout the Algerian territory. First, it endeavours to explore the variety used in classroom interaction. Second, it attempts to examine the language difficulties encountered by pupils when interacting with their teachers and the reasons behind these difficulties. In addition, it explores whether there is a change in pupils’ feelings as regards the difficulty of MSA at further school grades. Finally, it attempts to highlight the teachers’ along with the pupils’ attitudes towards the varieties at play, and suggests some measures that may be undertaken as a remedy for the problem of Arabic diglossia in education. In parallel with this, there is clear evidence that pupils’ low linguistic achievement in MSA stems from different factors, such as lack of exposure to MSA outside the school setting, parents’ neglect and teachers’ constant recourse to the vernacular during the presentation of their lessons.