Sociolinguistic and pedagogical dimensions of dialect use in pre-school instruction: the case of primary school in algerian education

Abstract

The existence of MSA as a means of instruction on the one hand and AA, the mother tongue of the Algerian learner, on the other, makes the process of learning an arduous one. This thesis examines the classroom discourse in primary school. Describing first, how primary school teachers and learners have co constructed the classroom talk. It then considers lesson description by exploring teachers’ knowledge, understanding of, and attitudes towards, languages and diglossia. The study scrutinizes primary teachers’ attitudes vis-à-vis the introduction of dual variety education in Algerian classroom. The data are discussed in terms of education and second language acquisition theory and Algerian education and language policies. The results indicate that the teachers lack awareness about this linguistic issue which overwhelm the Algerian classroom. They all recognize that a lack of exposure to MSA is the primary cause of language problems for learners and that AA, the mother tongue is a downgraded variety and does not need to be maintained or promoted in the school. However, they do accept the introduction of dual language education as strategy to help learners learning MSA in an early age. The thesis concludes that shortcomings in training and information encourage these two assumptions to take root and that the implementation of three-year kindergarten institution in which the instruction will be in both AA and MSA is necessary.