Passerelle Journal / Revue Passerelle

Vers une pédagogie des langues étrangères enrichie : quelles compétences professionnelles pour les enseignants ?

Boursier Magali — Mon, 22 Dec 2025 00:38:28 +0000

Abstract: This article examines the evolving role of foreign language teachers in response to transformations driven by artificial intelligence. Adopting a threefold approach—contextual analysis of educational shifts, exploration of AI tools, and identification of the necessary professional competencies—it highlights the conditions for a thoughtful integration of AI into pedagogical practices, addressing technical, didactic, and ethical dimensions.

Résumé : Cet article analyse les reconfigurations du métier d’enseignant de langue étrangère à l’aune des transformations induites par l’intelligence artificielle. Dans une approche tripartite – contextualisation des mutations éducatives, exploration des outils d’IA, et identification des compétences professionnelles requises – il interroge les conditions d’une intégration réfléchie de l’IA dans les pratiques pédagogiques, articulant enjeux techniques, didactiques et éthiques.

Terrorism and Agency in Les Jours Viennent et Passent: Reconfiguring the notion of Victims.

Princewill Onomejoh, Dare Eriel Ehigie, Jimoh Junior Braimoh — Mon, 22 Dec 2025 00:35:07 +0000

This study critically examines the complex dynamics of radicalization, victimhood, and moral ambiguity in Hemley Boum’s Les Jours viennent et passent, with a particular focus on how emotional trauma and ideological manipulation intersect in the lives of youth. Through close textual analysis of central characters such as Jenny and Yacouba, the research explores how systemic injustice, psychological vulnerability, and religious indoctrination construct morally ambiguous individuals. Drawing on victimology (Pemberton & Aarten, 2017), trauma theory (Megbulem, 2025), and intercultural pragmatics (Ehigie & Braimoh, 2024), the paper demonstrates that radicalization in the novel is not the product of innate violence but rather a response to personal and societal ruptures. The study further situates Boum’s narrative within broader African literary representations of extremism, highlighting how her work complicates the binary of perpetrator and victim. Additionally, the paper considers how translation and language shape the international reception of such narratives, arguing that cultural sensitivity and communicative intent must be foregrounded in rendering ideologically charged texts. Integrating educational discourse from Braimoh’s The Perfect Scholar (2014) provides a counter-narrative on moral formation, underscoring the transformative potential of ethical instruction over ideological coercion. By engaging interdisciplinary frameworks and underexplored gendered perspectives, the research contributes to African literary scholarship, terrorism studies, and trauma analysis. It calls for more empathetic, context-specific, and critically engaged readings of African narratives that portray youth extremism as a multifaceted human experience rather than a monolithic threat.

A Linguistic Inquiry into English Writing Errors among Third-Year Students of English at Batna2 University: Types, Frequencies, and Pedagogical Implications

Nacira GHODBANE, Fouzia ROUAGHE, Santosh Kumar BEHERA — Mon, 22 Dec 2025 00:29:25 +0000

This study investigates the types and frequencies of writing errors in essays written by third-year English as a Foreign Language (EFL) students at Batna 2 University, Algeria. Despite prolonged exposure to English instruction, many learners continue to exhibit substantial challenges in producing accurate written work. The research analysed 1,170 errors from a purposive sample of 80 exam essays using Corder’s (1967) Error Analysis framework and Chanquoy’s (2001) taxonomy. Errors were classified into sentence-level and word-level categories. Punctuation (20%), spelling (18.2%), and prepositions (16.2%) were the most common error types. A chi-square test revealed no statistically significant difference in the frequency of sentence-level and word-level errors, confirming the second hypothesis (H2). The analysis also confirmed the first hypothesis (H1), as the variety and frequency of errors underscored the diverse areas in which students struggle. These findings underscore the importance of balanced instruction that targets both grammatical structures and writing mechanics. By examining patterns of students’ errors, this study provides practical insights for English language instructors, curriculum developers, and assessment designers. The findings support the implementation of process-based writing pedagogy, targeted grammar instruction, and structured feedback strategies. Ultimately, the research contributes to the understanding of common writing challenges among EFL university students and advocates for pedagogical approaches that can enhance clarity, coherence, and overall writing proficiency in academic English contexts.

La traducción y la interpretación jurada en los sistemas jurídicos Español y Argelino; identificando buenas prácticas y retos profesionales

Yamina HAMDANI, Maria Virgen Perez — Mon, 22 Dec 2025 00:35:45 +0000

Abstract: This research tries to give some considerations regarding the practice of the certified translator-interpreter and over distinct problem cases exposed in consecutive and simultaneous interpreting inside court of justice, cases where some professional aspects interfere in the field of work. So, starting from descriptive analysis of problem cases faced in certified translation—both consecutive and simultaneous—inside judicial organizations, we aspire to make a proposal to solve the problems that arise in sworn translation so that future translators and interpreters may proceed in light of the same shared values and ethical standards.

Resumen: Este artículo intenta arrojar luz sobre el campo de la traducción y la interpretación involucrando los idiomas y sistemas jurídicos como son la lengua árabe y el español y el resto de lenguas con las que trabaja el traductor e intérprete en Argelia y España. En este documento se presentan las definiciones de la traducción jurada y jurídica y la relación del traductor con el poder judicial en ambos contextos y se identifican algunas propuestas para las buenas prácticas gracias al análisis de la encuesta realizada a intérpretes y traductores en activo en el contexto argelino y a la explotación de la guía de buenas prácticas, recientemente editada por la Asociación Profesional de Traductores e Intérpretes Judiciales y Jurados en España y las recomendaciones recogidas en el Libro Blanco de la Traducción y la Interpretación Institucional del MAEC, asociaciones de profesionales y la Comisión Europea. Finalmente, se unificaron los retos profesionales y las buenas prácticas que aúna la profesión en ambas orillas del Mediterráneo.

Étude des constructions clivées et pseudo-clivées avec les connecteurs locatifs

Ibrahima Faye — Mon, 22 Dec 2025 00:39:04 +0000

Abstract: This study analyzes cleaved and pseudo-cleaved constructions involving locative connectives in One if long letter by Mariama Bâ and The Father Goriot by Balzac. She highlights the syntactic and discursive role of place adverbs and prepositional adverbs, showing that the former, often compatible with “y”, favor cleavage, while the latter resist y because of their distance dependence. These markers structure the textual progression and pave the way for a reflection on temporal markers.

Résumé : Cette étude analyse les constructions clivées et pseudo-clivées impliquant des connecteurs locatifs dans Une si longue lettre de Mariama Bâ et Le Père Goriot de Balzac. Elle met en lumière le rôle syntaxique et discursif des adverbes de lieu et adverbiaux prépositifs, montrant que les premiers, souvent compatibles avec « y », favorisent la clivisation, tandis que les seconds y résistent en raison de leur dépendance actancielle. Ces marqueurs structurent la progression textuelle et ouvrent la voie à une réflexion sur les marqueurs temporels.

ChatGPT in Dissertation Writing: Balancing Innovation and Rigour

Houda BOUMEDIENE, Ouafa OUARNIKI, Pipit RAHAYU — Mon, 22 Dec 2025 00:40:53 +0000

This study examines ChatGPT integration in master dissertation writing with a double impact: improving surface fluency at the expense of sacrificing critical thinking and intellectual honesty. By bringing together the voices of master’s students and the experiences of their supervisors, it sheds new light on how ChatGPT is shaping dissertation writing. Grounded on mixed methods, this study sent out 210 questionnaires to Master's students and collected extended interviews with 12 academic supervisors from three Algerian universities. Introducing the concept of the Efficiency–Engagement Paradox as a novel lens, it highlights how ChatGPT simultaneously facilitates linguistic fluency while disrupting reflective engagement in graduate-level scholarship. Results show that 72% of the students find ChatGPT helpful for planning and coming up with ideas, but 64% expressed concern about a decline in critical thinking and reflective engagement, and 48% had no idea about AI policies at universities. Supervisors observed a decline in student autonomy, weaker reasoning skills, and a shift away from interactive, dialogue-based supervision. This research contributes an empirical and theoretical perspective by focusing on dissertation writing, a rarely studied context in AI literature, and recommends open AI policy, combining AI literacy education, and process regulation to facilitate ethical, critical, and pedagogically sound use of generative AI in universities.

L'intelligence artificielle générative : extension de la cognition ou risque de substitution dans l'apprentissage du FLE ?

Mohamed Bachir Menouer, Lilia Noubia Moumen — Mon, 22 Dec 2025 00:37:49 +0000

Abstract: This study explores the role of Generative AI (GenAI) in oral production, situated between active and enactive cognitive externalism, which views GenAI as an extension of cognition. At the intersection of neuroscience and French as a Foreign Language (FLE) didactics, this research aims to demonstrate how GenAI primarily functions as a mental prosthesis by contributing to the structuring of linguistic thought and reconfiguring the relationship between written language—which serves as a springboard for oral expression—and oral production. Through a semi-structured questionnaire administered to 29 students, this study also highlights the risks of cognitive substitution and the potential erosion of student agency resulting from over-reliance on artificial intelligence

Résumé : Cette présente contribution explore le rôle de l’IAG dans la production orale entre externalisme cognitif actif et enactif qui considère celle-ci comme l’extension de la cognition. A l’intersection entre la neuroscience et la didactique du FLE, cette étude cherche à démontrer comment l’IAG sert principalement de prothèse mentale en participant à la structuration de la pensée langagière et comment elle reconfigure le rapport entre l’écrit qui sert de tremplin à l’oral ; via un questionnaire semi-directif mené auprès de 31 étudiants. Cette recherche essaie de démontrer également le risque de substitution cognitif et de l’effacement de l’étudiant que provoque la dépendance à l’intelligence artificiel.

Le paradoxe des odeurs dans Le Parfum de Patrick Süskind

Bahia Zemni — Mon, 22 Dec 2025 00:21:23 +0000

Abstract: Patrick Süskind’s novel Perfume lends itself readily to linguistic analysis on both the lexicological and pragmatic levels. At this level of investigation, the description of pleasant and unpleasant smells brings forth the notion of paradox. A structured system of valorizing and devalorizing lexemes is mobilized in order to account for a substance that is both volatile and evanescent. The beneficial and harmful effects that perfume exerts on individuals in general, and on the novel’s “hero” in particular, are then examined. Once again, paradox emerges through an oscillation between two extreme poles, ranging from states of ecstasy to the release of murderous impulses.

Résumé : Le roman Le Parfum de Patrick Süskind se prête aisément à une analyse linguistique, sur un double plan lexicologique et pragmatique. À ce niveau d’analyse, la description des bonnes et des mauvaises odeurs fait émerger la notion de paradoxe. Un système de lexèmes valorisants et dévalorisants est mobilisé afin de rendre compte d’une substance à la fois volatile et évanescente. Sont ensuite examinés les effets bienfaisants et malfaisants que le parfum exerce sur les individus en général, et sur le « héros » du récit en particulier. Là encore, le paradoxe se manifeste dans l’oscillation entre deux pôles extrêmes, de l’extase à la libération des pulsions meurtrières.

Avantages et désavantages des applications de l’Intelligence Artificielle dans le roman Les Faiseurs de pluie de Paul Kisakye

Moussa Hamidou Idriissa — Mon, 22 Dec 2025 00:30:02 +0000

Abstract: Technologies related to the Artificial intelligence are often present in contemporary African arts : cinema, visual-arts, literature. Authors often praise their merits in various fields or address the risks and dangers of these technologies for humans, for the environment, and for certain socio-economic activities, when they are not used as accessories or materials. In The Rain Makers, fueled by a passion for electronic games, Tendo and his friends will uncover the sabotage by Uncle Moses on the farm of the young man's father, who controls his crops through remote monitoring and maintains them with robots that regulate water for irrigation, fertilizers, and more. This communication proposes a socio-critical study of Kisakye's novel to see how this Ugandan author addresses technological innovation in its applications in agriculture and to provide a dialectical treatment to show that while technology can be very useful in agriculture, its use is not without risks.

Résumé : Les technologies liées à l’Intelligence Artificielle sont souvent présentes dans les arts contemporains africains : cinéma, arts plastiques, littérature. Les auteurs en vantent souvent les mérites dans divers domaines ou s’attaquent à ce que ces technologies revêtent comme risques et autres dangers pour les hommes, pour l’environnement et pour certaines activités socio-économiques, quand ils ne les utilisent pas comme accessoires ou matériaux. Dans Les Faiseurs de pluie, la passion des jeux électroniques aidant, Tendo et ses amis vont démasquer les sabotages de l’oncle Moses sur la ferme du père du jeune-homme qui contrôle ses cultures par télésurveillance et les entretient avec des robots qui régulent l’eau pour l’irrigation, les engrais et autres. Cette communication propose une étude sociocritique du roman de Kisakye afin de voir comment cet auteur ougandais aborde l’innovation technologique dans ses applications en agriculture et en faire un traitement dialectique afin de montrer qu’autant la technologie peut être très utile en agriculture, autant son usage n’y est pas sans risque.

Analyse bibliométrique de la critique littéraire kabyle : dynamiques, tendances et perspectives à travers les articles publiés sur ASJP

Wahid Lamri — Mon, 22 Dec 2025 00:37:08 +0000

Abstract: This article presents a bibliometric analysis of Kabyle literary criticism, conducted as part of a project at the CRLCA, with the aim of examining the dynamics of scientific publications on the ASJP platform. In light of the limited visibility of Kabyle literature, the study seeks to quantify published articles and identify the most active institutions, whether through their researchers or the journals they publish. Relying on a systematic review of academic journals, a database was established, offering an initial mapping of this research field. While this study focuses on the quantification of publications, it opens the door to future research on the impact of published articles, citation networks, and the analysis of theoretical approaches, all with the goal of enhancing the visibility of Kabyle literary criticism on both national and international levels.

Résumé : Cet article propose une analyse bibliométrique de la critique littéraire kabyle, menée dans le cadre d'un projet au CRLCA, afin d’examiner la dynamique des publications scientifiques sur ASJP. Face au manque de visibilité de la littérature kabyle, l’étude cherche à quantifier les articles publiés et à identifier les institutions les plus actives, qu'il s'agisse des chercheurs ou des revues qu'elles éditent. S’appuyant sur un dépouillement systématique des revues, une base de données a été constituée, offrant une première cartographie de ce champ d’étude. Bien que cette recherche se concentre sur la quantification des publications, elle ouvre des perspectives pour des études ultérieures portant sur l’impact des articles, les réseaux de citations et l’analyse des approches théoriques mobilisées, dans le but de renforcer la visibilité de la critique littéraire kabyle à l’échelle nationale et internationale.

Crafting Scientific Narratives for Children: Simplification and Translation Strategies.

Monsef DRIF, Mohammed CHOUCHANI ABIDI — Mon, 22 Dec 2025 00:30:37 +0000

This article examines the strategies of simplification and translation employed in adapting complex scientific content for children, specifically within the context of the "Get Well Soon" series and its Arabic translation. The study explores how simplification techniques, such as age-appropriate language and cultural adaptation, are applied to ensure that scientific concepts remain accessible to young readers while maintaining scientific accuracy. It also investigates the role of narrative-driven translation in engaging children, enhancing their comprehension and retention of scientific material. The research highlights the importance of cognitive accessibility in children's scientific education, demonstrating that culturally adapted translations significantly improve both engagement and understanding. The findings emphasize that using a combination of simplification, cultural adjustments, and narrative techniques can effectively bridge the gap between complex scientific ideas and young learners.

English at Algerian Universities: Will English Replace French in the Scientific Disciplines?

Leila Belkaim — Mon, 22 Dec 2025 00:32:33 +0000

Foreign language education in Algeria has gained renewed importance through several reforms over the past decades. Since 2023, English has been introduced at the primary school level and has been implemented across all scientific disciplines as the main medium for transmitting modern knowledge. In this context, the Algerian Ministry of Higher Education has opened distance training centers in foreign languages to provide English instruction for teachers in all fields. However, Algerian students are primarily educated in Arabic from the primary level, and upon entering university, they encounter French as the dominant language of specialization. English has now emerged as a new competitor and vehicular language, creating a major linguistic shift. As a result, students are expected to gradually transition to conducting their studies and research in English. This study questions the future of French within Algerian universities: How will students in the scientific disciplines, who have relied on French for decades, adapt to this rapid process of Anglicization? Does this signal the decline, or even the end, of French in Algeria?

Formes et enjeux de la transgression dans La chambre de la vierge impure d’Amin Zaoui

Mervette Guerroui, Sabrina Tlemsani — Mon, 22 Dec 2025 00:23:50 +0000

Abstract: This article focuses on the study of transgression in Amin Zaoui's novel La chambre de la vierge impure (2009). It primarily explores how aesthetic transgression manifested in the text through generic hybridity, thematic rupture, and discursive subversion, structures its writing to make it a postmodern novel. By drawing on concepts developed by theorists of literary postmodernism, our analysis demonstrates that the writer transgresses traditional canons of novelistic creation to produce a postmodern novel where provocation serves an aesthetic, cathartic, and critical project aimed at Algerian society.

Résumé : Cet article est consacré à l’étude de la transgression dans La chambre de la vierge impure (2009) d’Amin Zaoui. Il s’agit essentiellement de savoir comment la transgression esthétique qui se manifeste dans le texte à travers l’hybridité générique, la rupture thématique et la subversion discursive, structure son écriture pour en faire un roman postmoderne. En faisant appel à quelques notions développées par les théoriciens du postmodernisme littéraire, notre analyse démontre que l’écrivain transgresse les canons traditionnels de la création romanesque pour produire un roman postmoderne où la provocation sert un projet à la fois esthétique, cathartique et critique de la société algérienne.

Investigation of English Language Proficiency in an Algerian Gas Company

Guamra KIRAM, Abderrahmane KHECHEKHOUCHE — Mon, 22 Dec 2025 00:28:51 +0000

This study explores English language use within an Algerian oil company, analysing employees’ educational profiles, training engagement, and self-reported proficiency levels. The results indicate a heterogeneous workforce with varying degrees of English competence and differing levels of motivation to pursue further language learning. Speaking emerged as the most essential skill for professional communication, reflecting the company’s operational requirements. The study provides a clearer understanding of employees’ linguistic needs and highlights the importance of developing targeted English training programs to enhance workplace communication and performance.

La littératie par invites en classe de langue : prompter une compétence à didactiser

Elarabi Amari — Mon, 22 Dec 2025 00:36:31 +0000

Abstract: This article addresses the concept of prompt literacy, a characteristic of educational programs in the era of artificial intelligence. Prompts, as a method or skill, have had a significant impact on educational models and marked a qualitative turning point in teaching methods. This study highlights the importance of considering user competence as a fundamental skill for managing generative artificial intelligence tools. After outlining the concepts of artificial intelligence and clarifying the nature of its algorithms, we established a correlation between the operation of these tools, the skills needed to manipulate them, and the ways to integrate them as teachable skills in school and university curricula. We finally reached the conclusion that prompt learning is a skill that primarily requires linguistic skills before being informative. It is imperative to perfect the assessment process within the educational system of educational professionals.

Résumé: Cet article aborde le concept de la littératie par invites, une caractéristique des programmes éducatifs à l'ère de l'intelligence artificielle. Les prompts, en tant que méthode ou compétence, a eu un impact significatif sur les modèles éducatifs et a marqué un tournant qualitatif dans les méthodes pédagogiques. Cette étude met en évidence l'importance de considérer la compétence des utilisateurs comme une compétence fondamentale pour la gestion des outils d'intelligence artificielle générative. Après avoir exposé les concepts de l'intelligence artificielle et clarifié la nature de ses algorithmes, nous avons établi une corrélation entre le fonctionnement de ces outils, les compétences nécessaires pour les manipuler, et les moyens de les intégrer en tant que compétences enseignables dans les programmes scolaires et universitaires. Nous avons finalement abouti à la conclusion que l'apprentissage par incitation est une compétence qui nécessite principalement des compétences linguistiques avant d'être informative. Il est impératif de perfectionner le processus d'évaluation au sein du système éducatif des professionnels de l'éducation.

Language Attitudes and Multilingual Realities in Algerian Higher Education: Pedagogical Practices and Policy Reflections

Hanane RABAHI, Abdelkader MAKHLOUF — Mon, 22 Dec 2025 00:31:20 +0000

Algeria's multilingual campus bears witness to a striated history of globalization, Arabization, and colonialism, where Modern Standard Arabic, French, and English follow each other in turn in the world of academics as well as society. On the basis of recent empirical studies and theoretical contributions (Belmihoub, 2018; Bouhmama & Dendane, 2018; Maraf, 2024; Karabenick & Noda, 2004; Chakrani, 2017), this article explores how the attitudes of Algerian university teachers and students towards language influence teaching practices and equitable instruction. Studies report a systematic tension between the institutional language policy and students' social linguistic experiences, e.g., a lack of consistency in the languages used at various levels of education, politicization of language use, and the omission of practices of accommodation such as translanguaging. Though students and teachers prefer multilingualism and communicative teaching approaches, however, institutional supportlessness and inflexibility of policy typically do not allow their effective implementation. The study recommends reflective teacher training, translanguaging-focused curricula, and bridging policy connecting official multilingualism with classroom practices. These efforts form the core of constructing language equity and pedagogical inclusion in Algerian higher education.

Le fond culturel de la langue dans le rap français : Etude sur les nouvelles locutions

Mohammed Lasheb — Mon, 22 Dec 2025 00:43:24 +0000

Abstract: This survey examines the use of expressions by French Rap singers. Apart from the expressiveness and the impact of understanding these expressions, the focus of this reflection is put on the use of these socio-cultural expressions in artistic discourse, i.e. to justify the use of these expressions instead of sentences. Beside, this study scrutinizes how these expressions are generated and established in the French linguistic-cultural heritage. In so doing, a descriptive study is carried out hinging upon an analogy with some “expressions” belonging to French cultural background. The findings revealed that expressions are newly regenerated and created like lexicons. As a conclusion, the creations of nowadays expressions are tomorrow idiomatic cultural background.

Résumé : Cette recherche est une investigation sur la finalité de l’usage des locutions par les chanteurs du Rap français. Hormis l’expressivité et l’impact de compréhension de ces locutions, l’intérêt est de cette réflexion réside, en grande partie, dans l’utilité de l’usage de ces expressions à caractère socioculturel dans le discours artistique. Autrement dit, justifier le recours à ces expressions au détriment des phrases libres. Le but de cette étude descriptive est de voir de près sur quelle base se créent ces nouvelles locutions et comment s’implantent-elles dans le patrimoine linguistico culturel français. Il y sera aussi question de faire un comparatif avec l’ancien fond culturel de la langue française. Les résultats doivent donc ; mettre en lumière ces anciennes expressions récemment modifiées et/ou nouvellement créées dans le discours artistique, montrer que, tout comme le lexique d’une langue, le fond culturel se régénère et se renouvelle et prédire que les nouvelles constructions d’aujourd’hui seront les locutions d’ordre culturel de demain

Manuel scolaire et enjeux identitaires : Le français comme langue de médiation culturelle au primaire

Souad BOUHADJAR, Nafissa ATALLAH — Mon, 22 Dec 2025 00:42:11 +0000

Abstract: This research focuses on the analysis of the lexicon, images, texts, authors and cultural indices present in the textbook for the fourth year of primary school (2018 edition) in Algeria, in order to evaluate the integration of sociocultural dimensions in the teaching French as a foreign language. The objective is to examine how Algerian culture, as the first and official language, and French culture, as the target language and first foreign language to learn, are represented and interact in students' educational environment. The study is based on the recent school textbook, resulting from the reform of the Algerian education system, and is justified by the importance of instilling in young learners, aged 9 to 12, an intercultural openness while strengthening their national identity.

Résumé : Cette recherche se concentre sur l'analyse du lexique, des images, des textes, des auteurs et des indices culturels présents dans le manuel de la quatrième année primaire (édition 2018) en Algérie, afin d'évaluer l'intégration des dimensions socioculturelles dans l'enseignement du français langue étrangère. L'objectif est d'examiner comment la culture algérienne, en tant que langue première et officielle, et la culture française, en tant que langue cible et première langue étrangère à apprendre, sont représentées et interagissent dans l'environnement éducatif des élèves. L'étude se base sur le manuel scolaire récent, issu de la réforme du système éducatif algérien, et se justifie par l'importance d'inculquer aux jeunes apprenants, âgés de 9 à 12 ans, une ouverture interculturelle tout en renforçant leur identité nationale.

Measuring the Level of Awareness of National Cultural Heritage Elements Among Primary School Students - A Study of a Sample from Primary Schools in the Municipality of Zemmouri, Boumerdes

Halima ROUABHIA, Aissa ROUABHIA — Mon, 22 Dec 2025 00:23:09 +0000

In early education, examining the relationship between cultural heritage and individuals’ understanding of it is essential. Introducing heritage to children at a young age requires kindergartens and primary schools to teach students about it and cultivate appreciation for ancestral legacies through diverse curricula. This study used a descriptive design with 120 fourth- and fifth-grade primary students, and data were collected by questionnaire. The findings show that respondents possess a high level of awareness of national cultural heritage. The study recommends promoting national occasions—such as Revolution Day, Independence Day, and national festivals—across all educational levels to further this awareness. It urges the use of digital learning methods that incorporate images, puzzles, and games to improve information retention. Additionally, the study emphasizes fostering collaboration between the Ministry of Education and relevant authorities, including organizing school visits to museums and festivals, to strengthen students’ ties to their cultural heritage.

Non-linguistic cognitive abilities as a predictor of language recovery among Algerians with Broca's aphasia

Mohammed BOUDIA, Mohammed HAOULA — Mon, 22 Dec 2025 00:42:42 +0000

Our study aimed to investigate the predictive factors and the effect of non-linguistic cognitive abilities on language recovery in people with Broca's aphasia. Cognitive flexibility, planning, Visuo-spatial working memory, and oral language tasks were administered to 30 patients with Broca's aphasia. The statistical prediction model reported only cognitive flexibility as a significant predictor of language recovery in people with Broca's aphasia. There were no significant predictors of planning and, Visuo-spatial working memory. Cognitive flexibility contributes to predicting language recovery because it is the basis of executive functioning and cognitive processing.

Représentations interculturelles comme prisme du français langue étrangère chez les enseignants et les étudiants algériens

Abdelkader KHEIR, Nabila HAMIDOU-BOUAYED — Mon, 22 Dec 2025 00:41:33 +0000

Abstract: This study is interested in representations carried out by teachers and students in Algerian academic areas. Their impact and/or importance in teaching/learning FLE is no longer to be demonstrated. This is a parallel of the representations of university teachers and 3rd year students of FLE license activating in seven Algerian universities. We try using a flat sorting and a cross sorting of the collected data of two questionnaires to determine whether there is convergence or divergence between the perceptions of our two samples.

Résumé : La présente étude s’intéresse aux représentations portées par les enseignants et les étudiants en milieu universitaire algérien. Leur impact et/ou leur importance dans l’enseignement/ apprentissage du FLE n’est plus à démontrer. Il s’agit d’une mise en parallèle des représentations des enseignants universitaires et des étudiants de 3^ème année de licence de FLE activant dans sept universités algériennes. Nous tentons à l’aide d’un tri à plat et d’un tri croisé des données collectées de deux questionnaires de déterminer s’il y a convergence ou divergence entre les perceptions de nos deux échantillons.

Requiem ofanIdentity: Redeeming American Memory ofTrauma inToni Morrison's The Bluest Eye

Sofiane Maafa — Mon, 22 Dec 2025 00:46:20 +0000

America has long been considered the land of the free and home of the brave. This stereotypical image rendered America as the first destination of those oppressed overseas. However, back to continental America, local races and cultures have held conflicting views regarding what binds Americans together. In other words, what makes America American? This issue and others have haunted one of the major racial groups that helped shape America, and that is African Americans. Like any other racial group, African Americans have struggled for freedom and self-worth. Toni Morrison's The Bluest Eye (1970) is considered by many as a great example of the African-American struggle against the systematic inferiority complex, especially against children and women. In the present article, the author will start by highlighting the existing traumas haunting the American memory, especially that of African Americans. Then, the author will illustrate the horrific atrocities practiced against African-American children in Toni Morrison's The Bluest Eye (1970). Finally, the author will culminate with suggested ways in literature by which African Americans who lost their identity can attain redemption and peace. The methodology applied in the present article is one of close reading.

Teaching Argumentation in The Flipped Classroom of French as Foreign Language: What Are the Effects On the Development of Writing Skills?

Nawal KHERRA, Ahlem AMER MEDJANI — Mon, 22 Dec 2025 01:00:03 +0000

More than ever before, pedagogical innovations, based mainly on the use of digital tools, are increasingly at the centre of didactic concerns. Within this scope, we propose to implement a flipped classroom with students enrolled in the first university cycle at the Algerian higher education level. We assume that flipped teaching could improve and enhance their writing argumentative skills compared to transmissive teaching. Methodogically, the data collection corpus consists of argumentative texts (pre- and post-tests) produced by over a hundred students, that are analyzed and described. The results show that flipped classroom helps students to appropriate the theoretical knowledge of the argumentative genre conveyed by the instructional videos.

The Challenges Faced by EFL Teachers in Algerian Primary Schools

Houcine Gherici NAKLA — Mon, 22 Dec 2025 00:26:28 +0000

Nowadays, teaching and learning foreign languages have become of gigantic importance all over the world. In 2022, the Algerian Ministry of National Education officially declared the necessity of teaching English at an early age. Specifically, it has been introduced as a subject in primary schools starting from the third year. This study investigates the obstacles impeding effective EFL teaching. Therefore, a semi-structured questionnaire was distributed to instructors to gather valuable data and reach meaningful outcomes. Many teachers expressed concern about a lack of technological tools and resources, inappropriate teaching methods, overcrowded classrooms and insufficient time allocated to this subject. They find it challenging to work in such conditions. More importantly, young learners struggle with the acquisition of English and often confuse it with French. This research sheds light on the various impediments and difficulties that teachers encounter during their professional practice and that may affect their effectiveness in the classroom.

The Correlation between Working Married Women and their Family Interaction - A Field Study in the High Schools of the Algerian Province of Tizi Ouzou

Nassima Mellak — Mon, 22 Dec 2025 00:46:56 +0000

This study aims to explore the relationship between working married women in some secondary schools in Tizi Ouzou Province and their family interaction. The study sample consisted of 100 working married women during the 2019/2020 academic year. The descriptive approach was used to study the phenomenon based on the scale of family relations and compatibility between family members, translated by Fathi Abdel Rahim and Hamed Al-Faqih (1980), and the occupational stress questionnaire prepared by Ibrahimi AsmaaThe study revealed a positive and statistically significant relationship between married women's employment and the nature of their family relationships, personal growth of the family, and the family's control and organization.

The Role of Local Agencies in the Cold War in Africa

Wafaa Taleb — Mon, 22 Dec 2025 00:43:54 +0000

This article examines the role of local agencies in shaping Cold War dynamics in Africa, moving beyond the traditional focus on superpower interventions. The study explores how local actors influenced political alliances, military strategies, and economic policies within the geopolitical competition between the United States and the Soviet Union. Using case studies from Ghana, Angola, and Mozambique and incorporating oral interviews with former decision-makers, the research highlights the agency of African states and grassroots organizations in navigating external pressures. The findings reveal that local agencies were not passive recipients of superpower aid but active participants in shaping Cold War strategies to align with national interests. The study adopts a historical and qualitative methodological approach, analyzing archival documents, police records, and firsthand accounts. The results suggest that Cold War rivalries contributed to long-term political and economic developments in Africa, underscoring the enduring impact of local agencies in global conflicts.

Vers une approche centrée sur l'apprenant dans l'enseignement de la grammaire : entre représentations des enseignants et directives institutionnelles

Kamel SAAOUI, Naima HOCINE, Sidi Mohamed TALBI — Mon, 22 Dec 2025 00:45:06 +0000

Abstract: The present study attempts to uncover teachers' représentations of the status and role of the learner as well as their views on the teaching/learning of grammar and to demonstrate whether these align with the recommendations of the Ministry of National Education. Therefore, we focused on the principle of "learner-centeredness" and took the learner's needs in consideration. The analysis of teachers' perceptions, based on semi-structured interviews, could potentially explain the persistence and maintenance of certain old classroom practices that continue to prevail over the newly recommended approaches by the ministry.

Résumé : La présente étude tente de déceler les représentations des enseignants sur le statut et le rôle de l’apprenant ainsi que sur l’enseignement/apprentissage de la grammaire et démontrer si elles concordent avec les recommandations du ministère de l’éducation nationale algérien. Nous nous sommes donc penchés sur le principe de la « centration sur l’apprenant » et la prise en compte de ses besoins langagiers. L’analyse des représentations des enseignants, basée sur des entretiens semi-directifs, pourrait bien expliquer le recours et le maintien de certaines anciennes pratiques de classe qui continuent à primer sur les nouvelles démarches recommandées par la tutelle.

Vers une pédagogie interactive de l’oral : l’IA au service des ateliers de réflexion philosophique en contexte universitaire

El-Mehdi SOLTANI — Mon, 22 Dec 2025 00:33:50 +0000

Absract: Within an Algerian university context in full technopedagogical change, teaching oral expression in a foreign language is experiencing a progressive revaluation, in particular through the workshops of philosophical reflection (ARP), conceived as spaces of dialogical interaction and collective cognitive construction. In this dynamic, the integration of artificial intelligence (AI) into teaching practices offers new opportunities to strengthen the verbal commitment of students, reconfigure educational roles and modulate learning environments. The objective of this study is to question the way in which AI can be integrated into ARPs to promote the emergence of a reflexive, critical and located university orality while considering this technology as an adaptive support tool, which makes it possible to structure unprecedented discursive ecologies, where student speech is built in interaction with digital agents.

Résumé : Dans un contexte universitaire algérien en pleine mutation technopédagogique, l’enseignement de l’oral en langue étrangère connaît une revalorisation progressive, notamment à travers les Ateliers de Réflexion Philosophique (ARP), conçus comme des espaces d’interaction dialogique et de construction cognitive collective. Dans cette dynamique, l’intégration de l’intelligence artificielle (IA) dans les pratiques pédagogiques offre de nouvelles opportunités pour renforcer l’engagement verbal des étudiants, reconfigurer les rôles pédagogiques et moduler les environnements d’apprentissage. L’objectif de cette étude est d’interroger la manière dont l’IA peut être intégrée aux ARP pour favoriser l’émergence d’une oralité universitaire réflexive, critique et située tout en considérant cette technologie en tant qu’outil d’accompagnement adaptatif, qui permet de structurer des écologies discursives inédites, où la parole étudiante se construit dans l’interaction avec des agents numériques.

Weaving Pain in Chimamanda Ngozi Adichie’s Purple Hibiscus

Aouatef SLIMANI — Mon, 22 Dec 2025 00:33:11 +0000

Nigerian and, more broadly, African literature is regarded as one of the most complex global narratives in creative writing. Emerging from the womb of hieroglyphic writing alongside the primitive customs and traditions of the Black continent, this literature evolved under successive waves of colonialism. It has been composed in various dialects and languages and formulated in numerous genres, forms, and literary registers both oral and written. Consequently, it has been designated by a host of names, including ethnic literature, negro literature, black literature, literature of the margins, and others. Its common preoccupation lies in consolidating the spirit of the community, establishing the principle of resistance, and reviving African identity within a framework that unites diaspora and pain. And since man is, in essence, the child of pain, the novelist Chimamanda Ngozi Adichie undertakes the task of weaving a dramatic narrative where the hues of pain both harmonize and clash, producing an artistic tableau that calls for the liberation and unity of peoples. Has Chimamanda Ngozi Adichie truly mastered the art of weaving pain in her novel? Has she succeeded in unveiling the hidden intricacies of the human soul in an authentic manner? In her work, do the pain of writing and the writing of pain stand on equal footing?

Xénoglossophobie et interactions verbales et non verbales : quel(s) impact(s) sur l’apprentissage du FLE au supérieur

Karima GASMI, Sabrina YEBDRI — Mon, 22 Dec 2025 00:22:07 +0000

Abstract: Xenoglossophobia, or fear of foreign languages, is a major obstacle to the teaching and learning of target languages, particularly French as a foreign language (FFL). This article aims to analyze the effect of this anxiety on verbal and nonverbal interactions among first-year bachelor's degree students at the University of Béchar (Algeria). To this end, a qualitative study was conducted with five students from five different specializations, namely French, English, architecture, biology, and medicine, during the 2024/2025 academic year. The students were interviewed using a structured interview and their verbal and nonverbal interactions were observed using an observation grid. The results obtained following triangulated analysis confirm that xenoglossophobia affected their verbal and nonverbal exchanges.

Résumé : La xénoglossophobie, autrement dit, la peur des langues étrangères, constitue un frein majeur à l’enseignement/apprentissage des langues cibles et plus spécifiquement du français langue étrangère (FLE). Le présent article vise à analyser l’effet de cette anxiété sur les interactions verbales et non verbales chez les étudiants de la première année licence LMD à l’université de Béchar (Algérie). Pour ce faire, une étude qualitative a été menée auprès de cinq étudiants issus de cinq spécialités différentes, notamment le français, l’anglais, l’architecture, la biologie et la médecine durant l’année universitaire 2024/2025. Il a été question d’interroger ces étudiants par le biais d’un entretien directif et d’observer leurs interactions verbales et non verbales à l’aide d’une grille d’observation. Les résultats parvenus suite à l’analyse triangulée confirment que la xénoglossophobie a affecté leurs échanges verbaux et non verbaux.

Implementing Games as an Online Assessment Method on Moodle

Amel Beldjenna, Younes Saaid — Mon, 22 Dec 2025 00:40:14 +0000

This study aims to examine the impact of games as assessment methods on student academic performance and engagement compared to traditional assessment methods. A quantitative research design was employed, focusing on group performance scores. The participants were 81 second-Year University students from the University of Oran 2, Algeria, with 38 students assigned to the experimental group and 43 to the control group. An independent two-sample t-test was conducted to analyze the data. The results indicated no statistically significant difference in academic performance between the two groups. Although the experimental group, which used gamified assessments, achieved slightly higher average scores, the difference was not large enough to be considered meaningful. These findings suggest that while gamified assessment methods may enhance student engagement and motivation, they do not necessarily result in significantly improved academic performance in the short term. Further research could investigate the long-term effects and incorporate qualitative data to gain deeper insights into how gamification influences learning outcomes beyond standardized test scores.

Dynamiser la production écrite en FLE : effets du travail collaboratif chez les étudiants de première année de licence

Bachir Houcini — Mon, 22 Dec 2025 00:34:31 +0000

Abstract: Students face difficulties during French as a Foreign Language (FLE) writing sessions. Based on this observation, we aim to explore the impact of collaborative work as a learning strategy to enhance the writing skills of first-year French undergraduate students. To achieve this, we conducted a comparison between individual and group-written productions. The results of this analysis highlighted a significant improvement in students' writing skills when working collaboratively compared to working individually. We hope that future research will further develop this pedagogical approach.

Résumé : Les étudiants rencontrent des difficultés lors des séances de production écrite en FLE. Partant de ce constat, nous cherchons à explorer l'impact du travail collaboratif en tant que stratégie d’apprentissage visant à améliorer les compétences rédactionnelles des étudiants en première année de licence en français. Pour ce faire, nous avons comparé les productions écrites individuelles et collectives. Les résultats de cette analyse ont mis en évidence une amélioration significative des compétences en écriture des apprenants travaillant en groupe, par rapport à ceux travaillant individuellement. Nous espérons que les recherches futures permettront de développer davantage cette approche pédagogique.

Quand l’IA ne parle pas notre langue : Enjeux techniques et sociolinguistiques de la reconnaissance automatique de l’arabe algérien.

Sarra BELGHOUAR, Souad KHOUDOUR — Mon, 22 Dec 2025 00:27:27 +0000

Abstract: This article investigates the technical and sociolinguistic challenges of integrating Algerian Arabic into Automatic Speech Recognition and Natural Language Processing systems, particularly in contexts involving code-switching with French. Significant dialectal variation, the absence of orthographic standardization, and the overrepresentation of Modern Standard Arabic in training corpora limit these systems’ ability to accurately reflect our linguistic reality. This situation requires addressing both technical issues (phonetic, prosodic, and script diversity) and an inclusion imperative to prevent the invisibilization of dialectal varieties. To this end, we adopt a theoretical framework combining computational linguistics and digital sociolinguistics, and propose a methodology based on the collaborative construction and annotation of representative corpora that incorporate regional variants, code-switching, and scriptural diversity, with the aim of developing fairer models adapted to the Algerian context.

Résumé : Nous examinons dans cet article les enjeux techniques et sociolinguistiques liés à l’intégration de l’arabe algérien dans les systèmes de reconnaissance automatique de la parole et de traitement automatique du langage, notamment dans les situations de code-switching avec le français. La forte variation dialectale, l’absence de standardisation orthographique et la surreprésentation de l’arabe standard dans les corpus d’entraînement limitent la capacité de ces systèmes à refléter fidèlement notre réalité langagière. Cette situation impose de relever des défis techniques (diversité phonétique, prosodique et graphique) et un impératif d’inclusion pour éviter l’invisibilisation des variétés dialectales. Pour y répondre, nous mobilisons un cadre théorique associant linguistique computationnelle et sociolinguistique numérique, et proposons une méthodologie fondée sur la constitution et l’annotation collaborative de corpus représentatifs intégrant variantes régionales, alternances codiques et spécificités scripturales, en vue de développer des modèles plus équitables et adaptés au contexte algérien

Attachment Patterns and Their Relationship to The Emergence of Some Psychological and Cognitive Disorders in Children in The Latency Stage

Naima Badji — Mon, 22 Dec 2025 00:47:32 +0000

Attachment is the first bilateral relationship formed in a child, so it serves as the foundation stone for all subsequent social relationships with others. While the abstract mentions Bowlby's theory, confirms that children who develop secure attachment during childhood can establish healthier relationships during adulthood and will be They are able to face problems in their lives better, unlike children who develop insecure attachment. Through this research paper, we want to shed light on attachment patterns and their relationship to the emergence of some cognitive psychological disorders in children in the latency stage, relying on a sample of 30 students and the descriptive approach. Correlative, parental attachment scale, as well as lack of concentration and attention scale, in addition to school results. The research results concluded that there is no relationship between attachment styles and academic achievement, meaning that whatever the nature of attachment, it builds an aspect of the child’s personality.

La traduction de la littérature africaine en français et en anglais : étude comparative des stratégies et de leurs enjeux culturels et linguistiques.

Hafida Slimani — Mon, 22 Dec 2025 00:48:06 +0000

Abstract: This article analyzes, through a comparative approach, the English and French translations of contemporary African literature, in order to highlight how colonial languages influence the transmission of cultural identities. It explores the cultural divergences that emerge in translation, and examines how the translation process reshapes these identities through specific linguistic choices. Drawing on an interdisciplinary methodology that combines literary translation theory with comparative cultural analysis, the study focuses on major works such as The African Child (L’Enfant noir), God’s Bits of Wood (Les Bouts de bois de Dieu), and So Long a Letter (Une si longue lettre). The analysis reveals significant differences in the treatment of idiomatic expressions, cultural references, and narrative structures between the two target languages. These variations illustrate distinct approaches to cultural appropriation, and emphasize the need for translation strategies that remain sensitive to the sociolinguistic and historical contexts of African literatures. Ultimately, the findings argue in favor of a differentiated translation practice—one that respects the cultural specificities of African narratives while fostering their reception on a global scale.

Résumé : Cet article analyse, à travers une approche comparée, les traductions anglaises et françaises de la littérature africaine contemporaine afin de mettre en évidence la manière dont les langues coloniales influencent la transmission des identités culturelles. Il explore les divergences culturelles qui apparaissent dans les traductions et s’attache à examiner comment le processus traductif reconfigure ces identités à travers les choix linguistiques. S’appuyant sur une méthodologie interdisciplinaire alliant la théorie de la traduction littéraire et l’analyse culturelle comparée, cette étude se penche sur des œuvres majeures telles que L’Enfant noir, Les Bouts de bois de Dieu et Une si longue lettre. L’analyse met en lumière des différences significatives dans le traitement des expressions idiomatiques, des références culturelles et des structures narratives entre les deux langues cibles. Ces variations illustrent des approches distinctes de l’appropriation culturelle et soulignent la nécessité de stratégies de traduction sensibles aux contextes sociolinguistiques et historiques des littératures africaines. En définitive, les résultats plaident en faveur d’une pratique traductive différenciée, respectueuse des spécificités culturelles des récits africains, tout en favorisant leur réception à l’échelle mondiale.

Les stratégies métacognitives en compréhension d’un écrit scientifique : cas d’étude, les étudiants de première année licence

Bencherki Hernoune — Mon, 22 Dec 2025 00:45:40 +0000

Abstract: The textual structure allows readers to explore content in various ways, thereby facilitating reading and enriching knowledge. However, this exploration requires skills and reading strategies that are aligned with learning objectives. With the evolution of digital texts, there is a growing need to read critically, making the teaching of metacognitive strategies essential for improving comprehension and making readers more active in their search for information. Despite the advantages of digital texts, their complexity often makes them more difficult to read than printed texts, as readers must manage multiple elements simultaneously, which increases cognitive load. Additionally, the abundance of information can lead to a loss of orientation. A survey was conducted to understand the challenges associated with reading on digital media, focusing on the impact of text structures on cognitive processes and on students' ability to use metacognitive strategies to enhance their understanding. The central question is whether students are capable of adopting these strategies when faced with layouts different from those of printed materials.

Résumé : La structure textuelle permet aux lecteurs d'explorer le contenu de manière variée, facilitant ainsi la lecture et l'enrichissement des connaissances. Cependant, cette exploration nécessite des compétences et des stratégies de lecture adaptées aux objectifs d'apprentissage. Avec l'évolution des textes numériques, un besoin croissant de savoir lire de manière critique émerge et rend l’enseignement des stratégies métacognitives indispensable pour améliorer la compréhension et rendre les lecteurs plus actifs dans leur recherche d'informations. Malgré les avantages des textes numériques, leur complexité les rend souvent plus difficiles à lire que les textes imprimés, car les lecteurs doivent gérer plusieurs éléments simultanément, ce qui augmente la charge cognitive. De plus, la surabondance d'informations peut entraîner une perte d'orientation. Une enquête a été menée pour comprendre les défis liés à la lecture sur supports numériques, en se concentrant sur l'impact des structures de texte sur les processus cognitifs et sur la capacité des étudiants à utiliser des stratégies métacognitives pour améliorer leur compréhension. La question centrale est de savoir si les étudiants sont capables d'adopter ces stratégies face à des mises en page différentes de celles des supports papier.

Life Experiences of Refugee Students. Exploratory Descriptive study of Resilience among Three Palestinian students at Abderrahmane Mira University, Bejaia

Lamia Benamsili — Mon, 22 Dec 2025 00:48:43 +0000

The aim of this study is to explore the experiences of Palestinian refugee students. The ultimate purpose is to shed light on possible resilience. The study took place at the University of Bejaia and focused on three cases. A descriptive case study method was adopted. A semi-directive interview and a resilience measurement scale were used to conduct the research. The results indicated the presence of resilience, but at different levels in our cases, demonstrating the need to optimize this resilience.

Los textos literarios en los manuales de ELE

Hadjer Chenni — Mon, 22 Dec 2025 00:31:57 +0000

Abstract: The value of texts in general, and of literary texts in particular, has been reappraised with the emergence of the communicative approach, which has brought about a genuine revolution in the teaching of foreign languages. Consequently, this article addresses the importance of literary texts in the teaching–learning process of foreign languages and presents a comparative analysis of the textbooks for Spanish as a Foreign Language for students Aula Internacional 3 (2014) and its more recent version, Aula Internacional Plus 3 (2021), both corresponding to the intermediate B1 level. The aim is to examine the presence of literary texts, their position within the didactic unit, their relationship with the unit content, and the types of communicative activities developed on the basis of these texts.

Resumen: El valor del texto en general, y del literario en particular, ha sido revalorizado gracias al surgimiento del enfoque comunicativo que produce una auténtica revolución para la enseñanza de lenguas extranjeras. De ahí que, en este artículo se aborde la importancia de los textos literarios en el proceso de enseñanza-aprendizaje de lenguas extranjeras y se elabore un análisis comparativo entre el manual didáctico de ELE para alumnos Aula internacional 3 (2014) y su versión más reciente, Aula internacional Plus 3 (2021), correspondientes al nivel intermedio B1. El objetivo es estudiar la presencia de los textos literarios, su lugar dentro de la unidad didáctica, su relación con los contenidos de la unidad y los tipos de las actividades comunicativas que se desarrollan a partir de dichos textos.

L’intelligence artificielle entre prompting et affordances : produire ou apprendre ?

Fella GAOUDI — Mon, 22 Dec 2025 00:39:42 +0000

Abstract: The technological revolution is in perpetual evolution and even risks to create a stringy subject, with this constant advance of an incredible speed. This observation really makes us reflect on the fate of human intelligence IH, this AI that now risks to inhibit reflection and real evaluation of all work and everything that can be subject to regulation. For fear that this situation would be harmful, We contacted our administration to discuss how the AI module would be integrated into the educational program for our students, to find a solution to our current dilemma. "Are our students using this tool effectively?" , Does the teaching in our universities focus on the opportunities offered by AI, that is to say its potential for learning and pedagogy, as well as on the perception of it by teachers and learners in general? It is therefore in this perspective that we wish to conduct an empirical study in order to discover how teachers and learners adopt these tools, in order to try to measure the reality of their use. In this context, our study focuses on the integration of an artificial intelligence tool in a creative writing workshop with 3rd year students in FLE. It aims to understand how students interact with AI in their writing practices, what strategies they mobilize to appropriate the tool, and how this interaction influences their writing process, their creativity, as well as their representations of the language and scriptural act in order to see how these students take these tools for their writings. what strategies do they mobilize to appropriate the tool, and how this interaction influences their writing process, their creativity, as well as their representations of the language and the scriptural act in order to see how these students seize-they of these tools in their redactions.

Résumé : La révolution technologique est en perpétuelle évolution et risque même de créer un sujet filandreux, avec cette constante avancée d’une vitesse incroyable. Ce constat donne réellement à réfléchir sur le sort de l’intelligence humaine IH, cette IA qui risque maintenant d’inhiber la réflexion et l’évaluation réelle de tout travail et de tout ce qui peut être soumis à une régulation. Par peur que cette situation ne soit délétère, Nous avons pris contact avec notre administration pour discuter de la manière dont le module d'IA serait intégré au programme éducatif pour nos étudiants, dans le but de trouver une solution à notre dilemme actuel. « Nos étudiants utilisent-ils efficacement cet outil ? », L’enseignement de nos universités se concentre-t-il sur les possibilités qu'offre l'IA, c'est-à-dire ses potentialités pour l'apprentissage et la pédagogie, ainsi que sur la perception que s'en font enseignants et apprenants en général ? C'est donc, dans cette perspective que nous souhaitons mener une étude empirique afin de découvrir comment les enseignants et les apprenants adoptent-ils ces outils, dans le but d’essayer de mesurer la réalité de son utilisation. Dans ce contexte, notre étude s’intéresse à l’intégration d’un outil d’intelligence artificielle dans un atelier d’écriture créative animé auprès d’étudiants de 3 ème année universitaire en FLE. Elle vise à comprendre comment les étudiants interagissent avec l’IA dans leurs pratiques d’écriture, quelles stratégies mobilisent-ils pour s’approprier l’outil, et comment cette interaction influence leur processus d’écriture, leur créativité, ainsi que leurs représentations de la langue et de l’acte scriptural dans le but de voir comment ces étudiants s’emparent-ils de ces outils dans leurs redactions.

The Dramatic Structure in Al-Khansāʾ: An Analytical Study of Muḥammad al-Ṣāliḥ Ramaḍān’s Play

Elhossien Bekhira — Mon, 22 Dec 2025 00:25:06 +0000

This study examines the dramatic structure in the play Al-Khansa’ by Mohammed Al-Saleh Ramadan through an analytical and dramatic approach that seeks to reveal how the playwright reconfigured the historical character of Al-Khansa’ within a contemporary dramatic framework. The research focuses on analyzing the elements of conflict, character development, and dialogue structure, in order to highlight the mechanisms that shape the dramatic composition. The significance of this study lies in its contribution to understanding one of the prominent models in modern Algerian Arabic theatre, which draws upon heritage and artistically re-produces it—namely, the play Al-Khansa’ by the Algerian playwright Mohammed Al-Saleh Ramadan.

Argumentative Links and Their Impact in Andalusian Sermons: Ibn Al-Jinan's Preaching Sermon as an Example

Salem Hamama — Mon, 22 Dec 2025 01:00:40 +0000

In our research, we aim to know the extent of the importance of argumentative links and their impact on Andalusian rhetoric through the study of Ibn al-Jinan's preachy sermon as a model for the study. The theoretical aspect of the research dealt with the concept of argumentation, argumentative links, and Andalusian oratory, while the applied aspect focused on argumentative links and mentioned their impact on the flourishing of Andalusian oratory and how to employ them, especially among the Andalusian orator Ibn al-Jinan, and the research concluded with results that include : Andalusian rhetoric is an argumentative text; it has its own goals and objectives, through which the speaker aims to reach a specific goal, influence others, and direct them in a useful direction.

Arabic Poetry and the Art of Architecture: Examples from the Granadan

Fatima Zohra Attia — Mon, 22 Dec 2025 01:01:25 +0000

This paper presents a critical, aesthetic reading of Bani al-Ahmar’s poetic experience, taking the models of poets as a model, by describing the intellectual, cultural, and social contents of their inscription poetry. It also addresses the most prominent structural (formal) aspects of that poetry, from language, image, and rhythm, and their various connotations. The study attempted to link the metaphors of poetry, and how they moved through the art of relief to artistic thematic images that draw, under the shadow of the Beni al-Ahmar state, a miniature Andalusia of Great Andalusia, with its characteristics and features, its splendor, its violence, and its civilizational presence.

Challenges of Linguistic Research for Building a Knowledge Society: The Algerian University as a Model

Salima Djellal — Mon, 22 Dec 2025 00:44:32 +0000

This study seeks to identify the challenges facing contemporary Arabic linguistic research and its role in building a knowledge society. The researcher opted for the Algerian university to be the case of this study in order to examine the current state of linguistic research and its contribution to building a knowledge society in these universities as well as the obstacles impeding its progress.The study manifested that the current state of linguistic research in the Algerian universities is confronted with numerous challenges that impede its contribution to building an intelectual society. These challenges include issues related to the language of instruction and research, planning and training, the role of linguistic knowledge in graduation research, the lack of regulations that promote practical linguistic research and the overall quality of scientific training.