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SOCIOLINGUISTIC AND PEDAGOGICAL DIMENSIONS OF DIALECT USE IN PRE-SCHOOL INSTRUCTION: THE CASE OF PRIMARY SCHOOL IN ALGERIAN EDUCATION / Omar AZZOUG
Titre : SOCIOLINGUISTIC AND PEDAGOGICAL DIMENSIONS OF DIALECT USE IN PRE-SCHOOL INSTRUCTION: THE CASE OF PRIMARY SCHOOL IN ALGERIAN EDUCATION Type de document : texte imprimé Auteurs : Omar AZZOUG, Auteur Editeur : Tlemcen : University Aboubakr Belkaid Année de publication : 2019 Importance : 303 p. Format : 21*27 cm. Langues : Anglais (eng) Mots-clés : Algerian Arabic, dual variety education, transitional period, educative
Algerian systemRésumé : 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.SOCIOLINGUISTIC AND PEDAGOGICAL DIMENSIONS OF DIALECT USE IN PRE-SCHOOL INSTRUCTION: THE CASE OF PRIMARY SCHOOL IN ALGERIAN EDUCATION [texte imprimé] / Omar AZZOUG, Auteur . - Tlemcen : University Aboubakr Belkaid, 2019 . - 303 p. ; 21*27 cm.
Langues : Anglais (eng)
Mots-clés : Algerian Arabic, dual variety education, transitional period, educative
Algerian systemRésumé : 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.Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire SOCIOLINGUISTIC AND PEDAGOGICAL DIMENSIONS OF DIALECT USE IN PRE-SCHOOL INSTRUCTION: THE CASE OF PRIMARY SCHOOL IN ALGERIAN EDUCATION / Omar AZZOUG
Titre : SOCIOLINGUISTIC AND PEDAGOGICAL DIMENSIONS OF DIALECT USE IN PRE-SCHOOL INSTRUCTION: THE CASE OF PRIMARY SCHOOL IN ALGERIAN EDUCATION Type de document : texte imprimé Auteurs : Omar AZZOUG, Auteur Editeur : Tlemcen : University Aboubakr Belkaid Année de publication : 2019 Importance : 303 p. Format : 21*27 cm. Langues : Anglais (eng) Mots-clés : Algerian Arabic, dual variety education, transitional period, educative
Algerian systemRésumé : 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.SOCIOLINGUISTIC AND PEDAGOGICAL DIMENSIONS OF DIALECT USE IN PRE-SCHOOL INSTRUCTION: THE CASE OF PRIMARY SCHOOL IN ALGERIAN EDUCATION [texte imprimé] / Omar AZZOUG, Auteur . - Tlemcen : University Aboubakr Belkaid, 2019 . - 303 p. ; 21*27 cm.
Langues : Anglais (eng)
Mots-clés : Algerian Arabic, dual variety education, transitional period, educative
Algerian systemRésumé : 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.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité 245 AZZ Thése Salle des théses Doctorat Anglais Exclu du prêt