ALTRALANG Journal

La construction de la modalité épistémique dans les témoignages de Rivesaltes : le cas des verbes savoir et croire

Nesrine RAISSI — 2025-06-01

ABSTRACT: This contribution studies the pragmatic-discursive issue of epistemic modalizers of knowing and believing in memory discourse with the aim of understanding the intentionality of speakers who seek to modalize their discourse. The analysis carried out showed that the modalizing verbs know and believe do not only define the positioning of witnesses in relation to the content of their utterance, they attribute to their speech a value of sincerity and reliability. Indeed, through disengagement, the speaker attempts to convince the interlocutor of his status as an honest witness, while through engagement, he seeks to convince him of the truth and reliability of his account, which allows him to legitimize and strengthen his status as a historical witness.

RESUME : Cette contribution étudie l’enjeu pragmatico-discursif des modalisateurs épistémiques savoir et croire dans le discours mémoriel dans le but de comprendre l’intentionnalité des locuteurs qui cherchent à modaliser leur discours. L’analyse menée a montré que les verbes modalisateurs savoir et croire ne définissent pas uniquement le positionnement des témoins par rapport au contenu de leur énonciation, ils attribuent à leur discours une valeur de sincérité et de fiabilité. En effet, par le désengagement, le locuteur tente de convaincre l’interlocuteur de son statut de témoin honnête, alors que par l’engagement, il cherche à le convaincre de la véracité et de la fiabilité de son récit, ce qui lui permet de légitimer et de renforcer son statut de témoin historique.

Sujets individuel et collectif de l’histoire : L’Homme de Suez littéraire et télévisé

Dahlia El Seguiny — 2025-06-01

ABSTRACT: In the cultural imaginaries of France, only the TV series L’Homme de Suez, based on the life of Lesseps, tells the story of the Suez Canal. The show is adapted for TV by Christian-Jaque (1983) and is based on a screenplay by Pierre Gaspard-Huit, author of the novel L’Homme de Suez. Le roman de Ferdinand de Lesseps (1984). In these fictional narratives, stands out a mythical image of Lesseps as a modern hero. According to Marc Ferro, cinema and television do not represent history but produce it. I analyze how the novel and the series are two facets of a simultaneous process of adaptation and production of history, in two different media: literature and television. Society “invents” its own version of history. I analyze the reenactment of the digging in the Suez site in the novel and the series and study the stakes of the production of the historical subject, particularly the dialectics of the individual subject (Lesseps) vs the collective one “the Egyptian peasants”, both involved in the canal project. The TV series carries traces of the collective memory and feeds it as well. Guided by Edward Saïd’s orientalism, the analysis of the metaphors used in both the novel and the series critiques the discourse of Western superiority. The study of the narrative techniques in both media shows how the Subject is produced through two simultaneous yet opposite strategies: the mythification of Lesseps, and the marginalization of the Egyptian peasants.

RÉSUMÉ : Dans les imaginaires culturels de la France, seul le roman L’Homme de Suez, inspiré de la biographie de Lesseps, met en récit l’histoire de la construction du canal de Suez. Ce mini-feuilleton télévisé est adapté par Christian-Jaque (1983) d’après un scénario de Pierre Gaspard-Huit lui-même l’auteur de L’Homme de Suez. Le roman de Ferdinand de Lesseps (1984). Sur le fond historique, se détache une image mythique de Lesseps, héros moderne. Nous analysons la reconstitution de l’histoire dans ces deux récits fictionnels, produits dans deux médiums différents. La mythification du sujet individuel (Lesseps) se développe à travers deux procédés narratifs : l’estompage et le gommage du sujet collectif (les ouvriers égyptiens). Cette réflexion s’appuie sur la critique de l’orientalisme développée par Edward Saïd et sur les travaux de Marc Ferro et Antoine de Baecque, pour qui le cinéma est considéré comme un « agent de l’histoire », le film comme l’un de ses « moteurs ». Ferro soutient qu’il ne s’agit pas de représenter l’histoire mais d’en produire une. En effet, le film est produit dans une société qui « invente » une version de l’histoire. En analysant l’image du chantier du canal dans le roman et le feuilleton, nous examinons la dialectique sujet individuel (Lesseps) vs sujet collectif (les paysans égyptiens), ayant construit le canal. Roman et feuilleton historiques portent les traces d’une mémoire collective, tout en alimentant cette dernière. L’analyse des métaphores utilisées dans les deux médiums permet de critiquer le discours sur la supériorité de l’Occident sur l’Orient.

De Nietzsche à Gide : Manifestation Littéraire des « Trois Métamorphoses de l’Esprit » dans Les nourritures terrestres

Leyla KHELALFA — 2025-06-01

ABSTRACT: This article explores how André Gide incorporates the «Trois Métamorphoses de l'Esprit" presented by Friedrich Nietzsche in Thus Spoke Zarathustra (1934), into his work Les Nourritures terrestres (1935). Divided into three parts, the study examines each metamorphosis: the camel, the lion, and the child, by comparing them to themes present in Gide’s work. It connects these metamorphoses to Nietzschean concepts such as nihilism, the will to power, and the “Übermensch”(overman), thereby demonstrating the relationship and symbiosis between literature and philosophy.

RÉSUMÉ : Cet article explore la manière dont André Gide intègre les "Trois Métamorphoses de l'Esprit", présentées par Friedrich Nietzsche dans Ainsi parlait Zarathoustra (1934), dans son œuvre Les Nourritures terrestres (1935). Divisé en trois parties, le travail examine chacune des métamorphoses : le chameau, le lion et l'enfant, en les comparant aux thèmes présents chez Gide. Il met en relation ces métamorphoses avec les concepts nietzschéens de nihilisme, de volonté de puissance, et de « Übermensch » (surhomme), démontrant ainsi la relation et la symbiose entre littérature et philosophie.

L’identité numérique à l’épreuve de l’intelligence artificielle : Traces de Florence Hinckel

Lamia MECHERI — 2025-06-01

ABSTRACT: This study focuses on the analysis of the theme of digital identity, subjected to the sieve of artificial intelligence, based on the novel Traces (2016) by Florence Hinckel. Using the parallel world concept of the geocritical approach, we will attempt to follow in the footsteps, both digital and physical, of the protagonist in order to explore the interactions between the real and the virtual. It will also allow us to question the boundaries of an uncertain and constantly evolving digital universe.

RÉSUMÉ : La présente étude s’intéresse à l’analyse du thème de l’identité numérique, soumise au crible de l’intelligence artificielle, à partir du roman Traces (2016) de Florence Hinckel. En recourant au concept du monde parallèle de l’approche géocritique, nous tenterons de suivre les traces, à la fois numériques et physiques, du protagoniste afin d’explorer les interactions entre le réel et le virtuel. Cela nous permettra aussi de questionner les frontières d’un univers numérique incertain en constante évolution.

Le silence dans le roman policier africain

Dame KANE — 2025-06-01

ABSTRACT: The African detective novel, through works such as Moussa Konate's The Manatee's Curse, uses silence strategically to enhance suspense and narrative complexity. The silence in the crime scene, with an inert body and a gloomy space, accentuates the mystery surrounding the murder. The community's law of silence, often imposed by traditions and terror, complicates the task of investigators by making it difficult to access the truth. Finally, the silence of the culprits, manifested by the refusal to speak, diversion and lies, adds layers of psychological manipulation that enrich the plot. These elements of silence, by interacting, create a complex web of mystery and tension, engaging the reader in an in-depth exploration of the truth hidden behind the crime. The expected results of this analysis will allow us to prove that silence, far from being a simple void, is a dynamic element that enriches the plot and the construction of suspense. It will highlight the tensions between community norms and the expectations of justice, and reveal the complexity of human interactions in the context of crime. By highlighting these aspects of silence, we will better understand how African crime writers use this technique to engage the reader in a complex and captivating quest, thus revealing the multiple and profound facets of the detective genre.

RÉSUMÉ : Le roman policier africain, à travers des œuvres comme La Malédiction du Lamantin de Moussa Konaté, utilise le silence de manière stratégique pour renforcer le suspense et la complexité narrative. Le silence dans la scène de crime, avec un corps inerte et un espace lugubre, accentue le mystère entourant le meurtre. La loi du silence communautaire, souvent imposée par des traditions et la terreur, complique la tâche des enquêteurs en rendant difficile l'accès à la vérité. Enfin, le silence des coupables, manifesté par le refus de parler, la diversion et le mensonge, ajoute des couches de manipulation psychologique qui enrichissent l’intrigue. Ces éléments de silence, en interagissant, créent un réseau complexe de mystère et de tension, engageant le lecteur dans une exploration approfondie de la vérité cachée derrière le crime. Les résultats attendus de cette analyse nous permettrons de prouver que, loin d'être un simple vide, il est un élément dynamique qui enrichit l'intrigue et la construction du suspense. Il s’agira de souligner les tensions entre les normes communautaires et les attentes de la justice, et révèle la complexité des interactions humaines dans le contexte du crime. En mettant en lumière ces aspects du silence, nous comprendrons mieux comment Konaté se sert de cette technique pour engager le lecteur dans une quête complexe, révélant ainsi les facettes multiples et profondes du genre policier en contexte africain.

Un aperçu du concept de « littérature sinophone » au travers du débat entre Shu-mei Shih et David Der-wei Wang

Xiaoliu YANG — 2025-06-01

ABSTRACT: The concept of “Sinophone literature”, introduced by Professor Shu-mei Shih, seeks to challenge the hegemony of mainland China in defining Chinese literature by adopting a postcolonial and decentralized approach. It particularly questions the construction of the notion of the “Chinese diaspora” based on the concept of “Chineseness”, aiming to deconstruct it. While this approach provides an innovative critique of Sinocentrism, essentialism, and nationalism, it has also sparked debates, notably with the alternative perspective of Professor David Der-wei Wang, who proposes a more inclusive vision of the Sinophone world. This article examines the theoretical and methodological implications of these two perspectives: How do their divergences help redefine the boundaries of Sinophone literature? Through a comparative and critical analysis of the foundational texts of these two scholars, we demonstrate that while Shih’s approach is crucial for deconstructing Sinocentrism and cultural essentialism, Wang’s perspective expands the field by incorporating multilingual and transcultural works that transcend geopolitical and linguistic constraints. His approach thus offers a more flexible and dynamic framework for understanding cultural identity and literary production in a globalized context. We argue that these two approaches, far from being irreconcilable, can be brought into dialogue to foster a more nuanced and open understanding of Sinophone literature. This research contributes to the theoretical debate by offering a critical synthesis of both perspectives and highlighting their complementarity in the study of contemporary Sinophone literatures.

RESUME : Le concept de « littérature sinophone », mis en avant par la professeure Shu-mei Shih, vise à remettre en question l’hégémonie de la Chine continentale dans la définition de la littérature chinoise en adoptant une approche postcoloniale et décentralisée. Il interroge notamment la construction de la notion de « diaspora chinoise » à partir du concept de « Chineseness », en la déconstruisant. Cette approche apporte une réflexion novatrice sur le sino-centrisme, l’essentialisme et le nationalisme, mais elle a également suscité des débats, notamment avec l’approche alternative du professeur David Der-wei Wang, qui propose une vision plus inclusive du monde sinitique. Cet article interroge les implications théoriques et méthodologiques de ces deux perspectives : en quoi leurs divergences permettent-elles de redéfinir les frontières de la littérature sinophone ? À travers une analyse comparative et critique des textes fondateurs de ces deux chercheurs, nous démontrons que si l’approche de Shih est essentielle pour déconstruire le sino-centrisme et l’essentialisme culturel, celle de Wang élargit le champ en intégrant des œuvres multilingues et transculturelles au-delà des critères géopolitiques et linguistiques. Son approche propose ainsi un cadre plus flexible et dynamique pour appréhender l’identité culturelle et la production littéraire dans un contexte mondialisé. Nous défendons l’idée que ces deux approches, loin d’être irréconciliables, peuvent être mises en dialogue afin d’offrir une compréhension plus nuancée et ouverte de la littérature sinophone. Cette recherche contribue au débat théorique en proposant une synthèse critique des deux perspectives et en soulignant leur complémentarité pour l’étude des littératures sinophones contemporaines.

Journaliers, au confluent de l’intergénéricité, de l’interartialité et de l’interculturalité, vu de l’œil mystique Eberhardtien

Malika GUEBAILIA — 2025-06-01

ABSTRACT: Our present article is part of the aspect of the hybridity of genres, arts and cultures or what we call intergenericity, interartiality and interculturality, because working on the writing of Isabelle EBERHARDT seems far from being completely univocal. This writer of German-Russian origin that Algeria has proudly adopted nourishes the literary and artistic universe with her unique pen which has rippled until reaching the heart of the Sahara to declare itself mystical. Through this pen, weaving letters to the arts and genres, Isabelle confirms herself as an artist wanting to make her writing a work of art. To this end, we will show how Les Journaliers d’Isabelle, spread over four parts, acquires the triple generic, artistic and intercultural signature.

RESUME : Notre présent article s’inscrit dans le volet de l’hybridité des genres, des arts et des cultures ou de ce que l’on appelle l’intergénéricité, l’interartialité et l’interculturalité, car travailler sur l’écrit d’Isabelle EBERHARDT semble loin d’être tout uniment univoque. Cette écrivaine d’origine germano - russe que l’Algérie a fièrement adoptée nourrit l’univers littéraire et artistique par sa plume singulière qui a ondoyé jusqu’à arriver au cœur du Sahara pour se déclarer mystique. A travers cette plume, ourdissant les lettres aux arts, et aux genres, Isabelle se confirme artiste voulant faire de son écrit une œuvre d’art. Nous montrerons, à cette fin, comment les Journaliers d’Isabelle, s’étalant sur quatre parties, acquièrent la triple signature générique, artistique, interculturelle.

Transposition et adaptation transculturelle des œuvres Sous les tilleuls d'Alphonse Karr et Cyrano de Bergerac, Le poète d'Edmond Rostand par El-Manfalouti : Majdoline, Ashâ’ir

Samira IBECHENINENE — 2025-06-01

ABSTRACT: This article examines the transposition and transcultural adaptation of the works "Under the Linden Trees" by Alphonse Karr and "Cyrano de Bergerac" by Edmond Rostand by the writer El-Manfalouti in his works "Majdoline" and "Ashâ’ir". The analysis focuses on the artistic and linguistic choices made by El-Manfalouti in the process of translating and adapting these classics of Western literature into the Arabic cultural and linguistic context. The article explores the generic transformations, cultural adjustments, and adaptation strategies used by the Egyptian writer, highlighting the nuances and challenges of literary transposition between cultures. Additionally, it examines the impact of these adaptations on the reception and understanding of the works by the Arab-speaking audience, thus providing an insight into the complex interaction between the original texts and their adapted versions in a transcultural context.

RÉSUMÉ : Le présent article examine la transposition et l'adaptation transculturelle des œuvres "Sous les tilleuls" d'Alphonse Karr et "Cyrano de Bergerac" d'Edmond Rostand par l'écrivain El-Manfalouti dans ses œuvres "Majdoline" et "Ashâ’ir". L'analyse se concentre sur les choix artistiques et linguistiques effectués par El-Manfalouti dans le processus de traduction et d'adaptation de ces classiques de la littérature occidentale vers le contexte culturel et linguistique arabe. L'article explore les transformations génériques, les ajustements culturels et les stratégies d'adaptation utilisées par l'écrivain égyptien, mettant en lumière les nuances et les défis de la transposition littéraire entre les cultures. En outre, il examine l'impact de ces adaptations sur la réception et la compréhension des œuvres par le public arabophone, offrant ainsi un aperçu de l'interaction complexe entre les textes originaux et leurs versions adaptées dans un contexte transculturel.

La laideur comportementale : pour une esthétisation du mal-être dans Le Voyage initiatique de Noël-Aimé Ngwa-N

Régis Carl MOUNZEO — 2025-06-01

ABSTRACT: Ugliness, from antiquity to the present day, is a recurring concept in literature and the human sciences. It has been developed by authors such as Homer (The Odyssey), Victor Hugo (Notre-Dame de Paris), Kierkegaard (The Sickness Unto Death), Karl Rosenkranz (Aesthetics of Ugliness), Umberto Eco (On Ugliness), and Gwenaëlle Aubry (The (Dis)gust for Ugliness). The aim of their writings is to familiarise readers with the concept so that it becomes “an integral part of a whole which is none other than the work of art” (Gagnebin, 1994:9). In this sense, ugliness may be seen as an “archaeology of knowledge.” In the same vein, Noël-Aimé Ngwa-Nguéma authored Voyage initiatique, a text in which ugliness is distinctly apparent. It is evident through the subjugation and degradation of the Ntsemplois people by Western religious figures. The inhabitants of this town become, to borrow Ngwa-Nguéma’s own expression, “chameleon beings” and “bats.” Ugliness thus appears as a behavioural malaise. The objective of this paper is to demonstrate how, in the studied text, behavioural ugliness becomes a criterion for the readability or aestheticisation of existential distress.

RÉSUMÉ : La laideur, depuis l’antiquité à nos jours, est une notion récurrente en littérature et dans les sciences humaines. Elle est développée par les auteurs tels que (Homère (Odyssée) ; Victor Hugo (Notre–Dame de Paris) ; Kierkegaard (Traité du désespoir) ; Karl Rosenkranz (Esthétique du laid), Umberto Eco (Histoire de la laideur), Aubry Gwenaëlle (Le (dé)gout de la laideur) … Le but de leurs écrits est de vulgariser la notion afin qu’elle devienne « la partie intégrante d’un tout qui n’est autre que l’œuvre d’art » (Gagnebin, 1994 :9). Cela dit, la laideur s’apparente donc à une « archéologie de savoir ». Suivant ce sillage, Noël-Aimé Ngwa-Nguéma commet l’œuvre intitulée Voyage initiatique. Texte dans lequel la laideur est clairement visible. Elle s’entraperçoit à travers l’assujettissement et l’avilissement du peuple Ntsemplois par les religieux occidentaux. Les individus de cette ville deviennent, pour emprunter l’expression de Noël-Aimé Ngwa-Nguéma, des « êtres caméléons » » et « chauve-souris ». La laideur se perçoit alors comme un mal comportemental. L’objectif de ce travail est donc de montrer comment à travers ce texte en étude, la laideur comportementale devient un critère de lisibilité ou d’esthétisation d’un mal être existentiel.

Analyse stylistique et pragmatique des figures dans Parulies rebelles et Koudjrouzéa Yayayé Pour un plaidoyer électoral

Konan Luc Stéphane BROU — 2025-06-01

ABSTRACT: This study examines the stylistic and pragmatic impact of figures of speech in the poetic works Parulies rebelles by TOH BI Emmanuel and Koudjrouzéa Yayayé. Pour un plaidoyer électoral by RABÉ Liagro Charles. Specifically, it poses the following questions: how do these figures of speech function in these poetic works to confer a literary value? How do they contribute to their performativity? The study shows that, far from being mere artifacts, the figures of speech, through their manipulation of the semantic content of the discourse, succeed in blurring the objective referent of the discourse in favor of an imagined referent. Consequently, they establish a prismatic relationship between the text and reality. They also generate rhythm in these productions. Beyond these formal properties of literariness, the study finds that the figures of speech perform various illocutionary and perlocutionary speech acts. In doing so, they fulfill certain pragmatic functions that contribute to the performative character of the texts.

RÉSUMÉ : La présente étude s’intéresse au rendement stylistique et pragmatique des figures de style dans Parulies rebelles de TOH BI Emmanuel et Koudjrouzéa Yayayé. Pour un plaidoyer électoral de RABÉ Liagro Charles. Plus exactement, elle pose les interrogations suivantes : comment les figures fonctionnent-elles dans ces œuvres poétiques pour leur conférer une valeur littéraire ? Comment participent-elles de leur performativité ? L’étude montre que, loin de représenter de simples artefacts, de par leur jeu sur le contenu sémantique du discours, elles parviennent à brouiller le référent objectif du discours au profit d’un référent imagé. Elles établissent, par conséquent, une relation prismatique entre le texte et le réel. Elles sont également génératrices de rythme dans ces productions. Au-delà de ces propriétés formelles de la littérarité, l’étude relève que les figures de styles accomplissent différents actes de langage aussi bien illocutoire que perlocutoire. Ce faisant, elles remplissent certaines fonctions pragmatiques qui concourent au caractère performatif des textes.

Analyse contrastive pragmatico-culturelle des expressions de gratitude en français et en arabe dans les thèses de doctorat à l'université algérienne

Zaima ALLAOUI — 2025-06-01

ABSTRACT: This study aims to explore the cultural and linguistic nuances of expressing gratitude in the Algerian academic context. It presents a contrastive analysis of the realizations of the act of thanking in a bilingual French-Arabic corpus extracted from doctoral theses defended at the university of Biskra. The purpose is to highlight the convergences and variations on the linguistic, pragmatic, and enunciative levels of thanks, linking them to the constraints of the academic genre, ritual norms, and cultural influences. The expected results will allow us to identify the specificities of expressing gratitude and to understand the social and relational dynamics underlying these two academic spheres.

RÉSUMÉ : Cette étude se propose d'explorer les nuances culturelles et linguistiques de l'expression de la gratitude dans le contexte académique algérien. Elle présente une analyse contrastive des réalisations de l'acte de remerciement dans un corpus bilingue français-arabe extrait de thèses de doctorat soutenues à l'université de Biskra. La finalité est de mettre en évidence les convergences et les variations sur les plans linguistique, pragmatique, et énonciatif des remerciements, en les reliant aux contraintes du genre académique, aux normes rituelles, ainsi qu'aux influences culturelles. Les résultats escomptés permettront de cerner les spécificités de l'expression de la gratitude et d'appréhender les dynamiques sociales et relationnelles sous-jacentes propres à ces deux sphères universitaires

Discours des chefs traditionnels et coutumiers seereer en contexte d’insécurité

Abdoulaye DIONE — 2025-07-01

ABSTRACT: The speeches of Seereer traditional and customary leaders, in moments of socio-political, territorial, spiritual insecurity or natural and economic calamities, are symbolic modes of communication. The culture of bravery is symbolised by words and images of heroic values through the dramatization of a clash of political ambitions and mystical clashes opposing intrepid warrior leaders (ceddo) to Islamist or colonialist conquerors. The speech depends on the ideological and political issues of the moment. The discursive practices of these actors are significant in several ways. The speeches of these leaders reveal heroic cultural and religious identities. Seereer epic tales feature mystical verbal confrontations, antithetical dialogues, oratorical jousts and memorable tirades. Faced with the hostilities of life and the battlefields, the epic scale of the protagonists is proportional to their handling of the power of the word, which is a formidable weapon.

RÉSUMÉ : Les discours des chefs traditionnels et coutumiers seereer, dans les moments d’insécurité socio-politique, territoriale, spirituelle ou de calamités naturelles et économiques, sont des modes de communication symbolique. La culture de la vaillance est une mise en mots et en images de valeurs héroïques à travers la dramatisation d’un choc d’ambitions politiques, d’affrontements mystiques opposant les intrépides chefs guerriers (ceddo) à des conquérants islamistes ou colonialistes. Les enjeux idéologiques et politiques du moment façonnent les discours. Les pratiques discursives de ces acteurs sont significatives à plusieurs titres. Les discours de ces chefs laissent transparaître d’héroïques identités culturelles et religieuses. Les récits épiques seereer mettent en scène des confrontations verbales mystiques, des dialogues antithétiques, des joutes oratoires et des tirades mémorables. Face aux hostilités de la vie et des champs de batailles, l’envergure épique des protagonistes est proportionnelle à leur maniement de la puissance du verbe, du reste, une arme redoutable.

La littératie médiatique et critique : la déconsidérée de la formation en langue et culture

Nawal BOUDECHICHE — 2025-06-01

ABSTRACT: The arts and languages have close links, in favor of language learning and the formation of an artistic culture. From this postulate, we analyzed the understanding of the film "Titanic", a production that had a remarkable worldwide impact due to its actors, its theme, its historicity and its technical team, with the aim of finding elements of response to our question bearing on the information literacy of master's level students. The memory traces produced by our public alert us to the insufficiency of their competence in the selection and organization of information, echoing a lack of didactic management of media and critical literacy in a university context.

RÉSUMÉ : Les arts et les langues entretiennent des liens étroits, en faveur de l’apprentissage linguistique et de la formation d’une culture artistique. De ce postulat, nous avons analysé la compréhension du film « Titanic », production ayant eu un retentissement mondial remarquable de par ses acteurs, son thème, son historicité et son équipe technique, dans le dessein de trouver des éléments de réponse à notre interrogation portant sur la compétence informationnelle d’étudiants de niveau master. Les traces mémorielles produites par notre public nous alertent sur l’insuffisance de leur compétence en matière de sélection et d’organisation de l’information, faisant écho à une absence de prise en charge didactique de la littératie médiatique et critique en contexte universitaire.

Une approche plurilingue innovante : l’éveil aux langues à l’école

Maya Hanna — 2025-06-01

ABSTRACT: This study focuses on linguistic borrowings within the framework of plurilingual didactics in schools, in a time marked by both mobility and mobilisation — understood as the movement from one country to another. This involves not only spatial mobility but also the mobility of the imagination. From this context of globalisation and mobility arise contacts between cultures and languages — and sometimes tensions. Through and beyond the proposed activities aimed at fostering linguistic mobility via the concept of borrowings, the study goes beyond didactic concerns to reflect on identity, cultural diversity, and the bridges built between countries through language sharing.

RÉSUMÉ : Cette étude s’intéresse aux emprunts linguistiques dans le cadre de la didactique du plurilinguisme aux écoles, notre époque étant marquée par la mobilisation et par la mobilité, dans le sens de déplacement d’un pays à l’autre. Ceci implique la mobilité spatiale, mais celle de l’imagination aussi bien. De ce contexte de globalisation et de mobilité, découlent les contacts et des cultures et des langues. Et parfois des tensions. Au travers et au-delà des propositions et des activités prévues en vue de favoriser cette mobilité linguistique en passant par la notion des emprunts, l’étude dépasse le cadre didactique pour s’interroger sur l’identité, la diversité culturelle et les ponts tissés entre les différents pays via le partage des langues.

Quel référentiel pour l’évaluation de la compétence interculturelle en didactique des langues ?

Sarra DJEMOUI — 2025-06-01

ABSTRACT: The assessment of intercultural competence in French as a Foreign Language (FLE) classes is a significant educational challenge that, despite frequent discussion, remains underutilized in schools. Although intercultural competence is acknowledged as a crucial aspect of language learning, its assessment presents particular difficulties due to its complex and multidimensional nature. The Common European Framework of Reference for Languages (CEFR) recognizes intercultural competence as an integral part of communicative competence (Council of Europe, 2001). However, there has been limited research on assessment methodologies tailored to this skill within schools, especially in the Algerian context. This article aims to address the following question: How can intercultural competence be effectively assessed in FLE classes? Through a qualitative study conducted with FLE teachers, we will examine existing practices, identify challenges encountered, and propose a methodological evaluation framework based on criteria adapted to the unique aspects of this skill.

RÉSUMÉ : L’évaluation de la compétence interculturelle en classe de Français Langue Étrangère (FLE) est un enjeu pédagogique majeur qui, bien qu’il soit souvent discuté, reste sous-exploité dans le contexte scolaire. Alors que la compétence interculturelle est reconnue comme une dimension essentielle dans l’apprentissage des langues, sa mise en évaluation pose des défis spécifiques, en raison de sa nature complexe et multidimensionnelle. Le cadre européen commun de référence pour les langues (CECRL) reconnaît la compétence interculturelle comme une composante clé de la compétence communicative (Conseil de l’Europe, 2001). Cependant, peu de travaux se sont concentrés sur les méthodologies d’évaluation adaptées à cette compétence en milieu scolaire, en particulier dans le contexte algérien. Cet article se propose donc de répondre à la question suivante : Comment évaluer efficacement la compétence interculturelle en classe de FLE ? À travers une étude qualitative menée auprès d’enseignants de FLE, nous mettons en lumière les pratiques existantes, les difficultés rencontrées, et proposons un cadre méthodologique d’évaluation basé sur des critères adaptés aux spécificités de cette compétence.

La numérisation des séquences littéraires : un objectif didactique ou une utopie en classe de FLE en Algérie ?

Fatima Zahra LAZOUNI — 2025-06-01

ABSTRACT: Today, the Algerian school is facing the digital revolution which is undertaking the entire education system, going as far as the project to digitize textbooks in order to achieve a technological school in the era of globalization. This project concerns all disciplines including French as a foreign language whose language components have not been able to escape techno-didactic evolution (digital reading, TAL, creative writing via digital, etc.). From then on, we wanted to experiment with one of the digital resources dedicated to the teaching of literature in the 1st year secondary class in Algeria in order to offer teachers current media, thus allowing them to vary the tools and develop their potential for class practices with the aim of motivating digital natives in the face of literary sequences. We opted for the fanfiction platform because it allows all users to read works but above all to design fanfictions by representing what they would like to find in the original work. On the didactic level, this resource allows learners to put themselves in the shoes of the poet, novelist, playwright or other literary writing profession.

RÉSUMÉ : Aujourd’hui, l’école algérienne fait face à la révolution numérique qui bouleverse tout le système éducatif allant jusqu’au projet de numérisation des manuels scolaires afin de parvenir à une école technologique à l’ère de la mondialisation. Ce projet concerne toutes les disciplines y compris le français langue étrangère dont les composantes langagières n’ont pu échapper à l’évolution techno-didactique (lecture numérique, TAL, écriture créative via le numérique…). Dès lors, nous avons souhaité expérimenter une des ressources numériques dédiées à l’enseignement de la littérature, en classe de 1ère année secondaire en Algérie afin de proposer aux enseignants des supports d’actualité leur permettant ainsi de varier les outils et de développer leur potentialité de pratiques de classe. Cette étude a pour objectif de motiver les « digital natives » face aux séquences littéraires. Nous avons opté pour la plateforme fanfiction car elle permet à tous les utilisateurs de lire des œuvres mais surtout de concevoir des fanfictions en représentant ce qu’ils souhaiteraient retrouver dans l’œuvre originale. Sur le plan didactique, cette ressource permet aux apprenants de se mettre dans la peau du poète, du romancier, dramaturge ou autre métier d’écriture littéraire.

Les langues de spécialité en contexte : la prise de notes comme médium de la conception sémantique. Cas des Master 1 didactique du F.L.E.

Ramzi CHIALI — 2025-06-01

ABSTRACT: The primary aim of this study is to explain the significant contribution of the note-taking activity in a specialized university context, in this case, the didactic Master's degree in French. Parallel to this scientific rationale, we will attempt to clarify the notion of comprehension as a skill in use, downstream from structured institutional training. Note-taking and the reinforcement of technical and intellectual skills are then positioned as a foundation for the logic of university work methodology. The aim of this research is also to identify the various cognitive and technical aspects of learners' acquisition and construction of academic knowledge, with a view to exploiting them in learning assessment situations and potentially, depending on institutional objectives, in a socio-professional setting.

RÉSUMÉ : L’objectif premier de cette étude est d’expliquer l’apport significatif de l’activité de prise de notes en contexte universitaire de spécialité en l’occurrence, le Master didactique de français. Parallèlement à cette logique scientifique, nous tenterons d’expliciter la notion de compréhension comme compétence d’usage, en aval, d’une formation institutionnelle structurée. La prise de notes et le renforcement des compétences techniques et intellectuelles se positionnent, alors, comment fondement à la logique de la méthodologie du travail universitaire. L’intérêt de cette recherche est, aussi, d’identifier les différents aspects cognitifs et techniques chez les apprenants dans l’acquisition et la construction des connaissances académiques, en vue d’une exploitation en situation d’évaluation des acquis et potentiellement, selon les objectifs institutionnels, dans un cadre socio-professionnel.

Le cinéma d'animation comme levier pédagogique : l'impact de la traduction sur l'apprentissage de l'anglais en milieu scolaire tunisien

Bouthayna HAMMI — 2025-06-01

ABSTRACT: Our article explores the importance of translation in animated films as a pedagogical tool for learning English in Tunisian primary schools. It examines how different translation strategies, such as subtitling, dubbing, and cultural localization, can be used to enhance the learning experience for students. Through a mixed-methods approach, including content analysis of translated animated films and surveys with teachers and students, the study highlights the educational benefits of integrating audiovisual translation. The research emphasizes the importance of incorporating these strategies in the Tunisian educational context to promote interactive and effective English learning.

RÉSUMÉ : Notre article explore l'importance de la traduction dans le cinéma d’animation en tant qu'outil pédagogique pour l'apprentissage de l'anglais dans les écoles primaires tunisiennes. Il examine comment différentes stratégies de traduction, telles que le sous-titrage, le doublage et la localisation culturelle, peuvent être utilisées pour améliorer l’expérience d’apprentissage des élèves. À travers une méthodologie mixte comprenant une analyse de contenu de films d'animation traduits et des enquêtes auprès d'enseignants et d'élèves, l'étude met en évidence les avantages pédagogiques de l’intégration de la traduction audiovisuelle. La recherche souligne l'importance de l'intégration de ces stratégies dans le contexte éducatif tunisien pour favoriser un apprentissage interactif et efficace de l'anglais.

L’expansion autonome et les catégories syntaxiques en berbère (kabyle)

Ramdane ACHOUR — 2025-06-01

ABSTRACT: Functional syntax uses two criteria to establish syntactic classes: compatibility and mutual exclusion. These allow us to categorize the essence of significant units with varying degrees of precision. Nevertheless, some units are reticent and cannot be categorized rigorously and definitively in a precise class. This is particularly true of adverbs, since the units we categorize do not all behave in the same syntactic way. Faced with this difficulty, many descriptions in both grammar and Berber linguistics implicitly or explicitly consider any unit capable of assuming the role of autonomous expansion to be an adverb. In this contribution, we re-examine the question by distinguishing the syntactic role (or function) of categorial membership, giving primacy to the criterion of compatibilities. This has enabled us to establish that the syntactic role of autonomous expansion (autonomous determiner) is not exclusively reserved for adverbs.

RÉSUMÉ : Pour l’établissement des classes syntaxiques, l’on se sert dans le cadre de la syntaxe fonctionnelle de deux critères : les compatibilités et l’exclusion mutuelle. Ceux-ci permettent en effet une catégorisation plus ou moins fine de l’essentiel des unités significatives. Néanmoins, certaines unités sont rétives et ne se laissent pas catégoriser de façon rigoureuse et définitive dans une classe précise. C’est notamment le cas des adverbes du fait que, souvent, les unités que l’on range dans n’ont pas toutes le même comportement syntaxique. Face à cette difficulté, de nombreuses descriptions menées aussi bien dans le cadre de la grammaire que de la linguistique berbère considèrent, de façon implicite ou explicite, comme adverbe toute unité capable d’assumer le rôle d’expansion autonome. Dans cette contribution, nous réexaminons la question en distinguant rôle (ou fonction) syntaxique de l’appartenance catégorielle en accordant la primauté au critère des compatibilités. Ceci nous a permis de constater que le rôle syntaxique d’expansion autonome (déterminant autonome) n’est pas exclusivement réservé aux adverbes.

Transcreation: Source Content Transition into Another Content Creation via the Source Nucleus and the Target Substitutes

Lalia BELABDI — 2025-06-01

The study aims to demonstrate the source nucleus as the stable element, the source variables as unstable elements and their target substitutes in the process of the transition and the creation of contents via transcreation. Moreover, this investigation addresses the theoretical and the practical-knowledge gaps in transcreation research area; to clarify the understanding of the transition and the creation features within transcreation technique dimensions in translation field, through its practical implications. The study’s methodology attempts to collect existing theoretical records in a coherent layout. It projects them on the two poles of departure and arrival of the content, to connect the dots that draw the bigger picture of the source notion and the target one. Our findings indicate that transcreation application is strongly related to elements of use and/or reference, found in the nucleus from the source and the substitutes from the target that all contribute in the process of the transition and the creation of the content. For practical implications, the research demonstrates transcreation application as another creation of content, built from the change, the creation and the importance of transcreation brief for corporate communication services, in particular. This study is one of the first for its originality. It highlights the combination that builds the transcreated content from the source nucleus and the target substitutes. Moreover, it expands the focus on transcreation theory and practicality that happen to be in line with prior research and applications in the target-focused translations area and beyond.

Exploring the Interpretation of Idiomatic Verbal Phrases in Arabic: A Comparative Study of English and French-Speaking Advanced Learners

Djemai Mahmoud Boulaares — 2025-06-01

This study explores how proficient Arabic learners, whose first language is English or French, understand idiomatic verbal expressions by moving beyond traditional grammatical rules. The research examines the use of figurative interpretation to comprehend these idiomatic expressions. It evaluates how learners' linguistic background impacts their ability to differentiate between literal and figurative meanings. An experimental approach was used to compare the performance of English and French-speaking learners, employing quantitative and qualitative data analysis tools like SPSS and NVivo.

In Search of an Open Space Among Two Migrant Writers: Ying Chen and Dany Laferrière. For A Theoretical Reflection On Migrant Literature and Space

Ylenia De Luca — 2025-06-01

The contamination between hermeneutical tools of geography and literature, at the basis of a 'cartographical turn' underway in the humanistic disciplines, has allowed us to analyze reality from a different perspective, renewing the epistemological approach to literary texts. It is a particularly fruitful analysis for migrant literature that bears its inscription with space in the adjective that defines it and which expresses nomadism and wandering, mobility and the idea of crossing boundaries that characterize its works. In this study, we will analyze the native places, revisited as places of return, by juxtaposing them with the places of reception in Ying Chen's Quatre mille marches (2004) and Dany Laferrière's L’énigme du retour (2009). Chen, of Chinese origin, narrates her return to Shanghai in this book and seizes this opportunity to reflect on the significance of this hometown for her, as well as that of her new adopted world. Her return to this place of origin inevitably involves a return to the past, which, in her view, exists solely to shed light on the present. On the other hand, Laferrière allows for a temporal coexistence of the past and the present in his book. This return to the original space appears to be a favorable opportunity that effectively transports him through time, enabling a convergence of two poles that initially seem marked by conflict rather than reconciliation

The Manifestation of Trauma in Nayomi Munaweera’s What Lies Between Us: A Thematic Analysis

Houaria Lilya ADLA — 2025-06-01

Trauma literature has garnered a lot of interest and has gained a significant position in today’s literary studies as it offers an outlook on the different reactions of individuals in face of disruptive experiences. Since the language of literature has a fascinating power to display the inner world of man, there has been a rising interest in trying to depict the struggles of unearthing deeply buried emotional turmoil. This gave birth to the merger of literature and psychoanalysis resulting in the emergence of literary trauma theory. The objective of the present paper is to examine how authors explore the theme of trauma in their writings to expose the struggles imposed by different kinds of traumatic experiences as their stories have been revolving around characters whose identities are lost in-between worlds and whose voices are unheard or muted. The analysis is conducted through a thematic analysis of Nayomi Munaweera’s What Lies Between Us to explore how the author employs literary devices to represent the protagonist’s experience of psychological trauma and displacement. The findings reveal the main features of Munaweera’s trauma narrative and how they are consistent with the broader framework of literary trauma theory. By analysing Munaweera’s novel, this paper provides insights into the ways literature can offer a pathway towards reconciliation and self-healing to those who have experienced trauma.

Excavating the Odalisque: Rethinking Identity in the Border in Laila Lalami’s Hope and Other Dangerous Pursuits

Mallek BENLAHCENE — 2025-06-01

This study explores the treatment of the issue of El harga—present-day migration—in Hope and Other Dangerous Pursuits (2005) by the Moroccan author Laila Lalami. More precisely, it targets the experience of women haragas as victims of essentializing gendered norms and neo-colonial dialectics through employing post-colonial poetics by Edward Said, Judith Butler, Gloria E. Anzaldua, in addition to Deleuze and Guattari. The study examines Faten’s journey of becomingness and reveals that the contemporary Western society displays neo-colonial attitudes and relegates migrant Arab women to the periphery following Orientalist visions of identity and sexuality. It argues that Faten’s story of self-affirmation, new consciousness and subversion of the odalisque affirms her ability to rehistoricize, recontextualize and demythologize the myopic renderings about Arab and Muslim women in the West. The article concludes by refuting the consideration of El harga as a mere border crossing through its representation as an ideological and cultural traverse leading to an emergent agency and consciousness.

[1]In this article, the term “El harga” or “lahrig” is a noun coming from the verb “hrag” meaning in North African dialect “to burn”. “Harag”, singular form of “haragas”, refers to clandestine immigrants who transgress the law whether by immigrating generally to Europe and burning their identity papers, or by overstaying their visa. See Hannoum. “The Harraga of Tangiers.” for insightful explanations on the issue of El harga.

Unveiling the Unheard: Acoustic vs. Perceptual Insights into the Occurrence of Intrusive Vowels in Initial Consonant Clusters of Algerian Arabic

Nesrine SALEM — 2025-06-01

The phonetic nature of consonant clusters is much more intricate than what a human ear may perceive. In this scope, the present research paper aims to experimentally examine biconsonantal complex onsets in Algerian Arabic to unveil the presence of subtle vocalic intervals within these clusters. To this end, both acoustic and perceptual experiments were conducted to investigate the distribution and phonetic properties of intrusive vowels. Results revealed that certain onset clusters exhibited brief, elusive vocoids that do not stem from an epenthesis process but rather serve as transitional elements to coordinate consonantal gestures. These intrusive vowels were observed to surface only in the acoustic record while maintaining audibly intact clusters. Notably, their distribution was constrained by speech rate, degree of voicing, and the sonority profile of the juxtaposed consonants. Besides, they were found to possess a phonetic quality distinct from that of the adjacent lexical vowels.

Mapping the Linguistic Features of Social Etiquette in Surah An-Nur: A Comparative Corpus Linguistics Study

Wafa AGGOUN — 2025-06-01

The Qurʾān is a religious text that has undergone different interpretations across various languages and periods. Despite these variations, the Qurʾān's linguistic devices and rhetorical patterns convey profound meanings that can promote mutual understanding among people of different backgrounds. This article examines the linguistic features employed to convey social etiquette in Surah An-Nur and its English translation. Using comparative corpus linguistics, the study examines the morpho-syntactic structure of the two versions of Surah An-Nur. It demonstrates how they address social issues and ethical codes in the Muslim community. The results of the study reveal variations in the use and distribution of linguistic features across the two corpora. However, the analysis shows that the intricate network of linguistic choices in each corpus plays a crucial role in bridging the gap between expressing social norms in the Arabic corpus and upholding their significance in the English corpus.

English for Medical Purposes: Identifying Learning Needs of Second-Year Medical Students at the University of Bejaia, Algeria

Fouad BOUOUDEN — 2025-06-01

The aim of this paper is to identify specific English learning needs for second-year students of medicine at the University of Bejaia, Algeria. This aims to support the design of a course in English for Medical Purposes tailored to meet medical students' real needs. To this end, a mixed-methods approach was employed and data were collected via an online survey questionnaire. A sample of 148 medical students participated out of a population of 208 second-year students. The data was analyzed using descriptive statistics and thematic analysis. The results indicate that the majority of students recognize the importance of English for their medical studies and future careers. Speaking skills and vocabulary development were noticeably identified as key areas needing improvement. Students expressed a preference for hybrid learning mode using online platforms and interactive apps. The study concludes that there is a need for a tailored English for Medical Purposes (EMP) course that fulfils the specific needs and preferences of medical students, focusing on practical and communication skills

Interdisciplinary Collaboration for Synergistic ESP Pedagogy at Chlef University in Algeria

Nacèra BENALI REGUIEG — 2025-06-01

This study examines a crucial component of language education; the collaboration between English for Specific Purposes (ESP) teachers and subject-matter instructors (SMIs). The primary objective is to explore how ESP teachers at Chlef University in Algeria perceive this collaborative effort, seeking insights to enhance language education and subject integration. To gain a deeper understanding of their collaborative dynamics with the SMIs and elicit their opinions, the methodology involved distributing an online questionnaire to thirteen ESP teachers from different faculties at Chlef University. The results underscored the critical necessity of aligning subject-specific content with the pedagogical framework of language instruction, exposing previously unnoticed gaps in cooperative efforts. Despite the limitations, such as the singular institutional focus and small sample size, the suggested improvements for ESP instruction and subject integration encompassed a variety of strategic tactics. These included implementing interdisciplinary workshops, fostering reliable communication, and engaging in joint lesson planning. The findings may contribute to a more harmonious convergence of subject knowledge and language proficiency, addressing challenges and propelling the educational landscape forward.

Insights into the Actual EFL Teachers’ Practices, Criteria and Methodology Adopted in Assessing the Undergraduate Learners’ Spoken Output: The Case of the Oral Skills Teachers at the Department of English, Frères Mentouri University, Constantine 1

Fatima Zohra SEMAKDJI — 2025-06-01

Oral assessment, being a multifaceted and demanding task, poses major challenges to oral skills university teachers. Within the context of English as a foreign language pedagogy at the university level, considerable attention has been devoted to the teaching and learning of oral skills. However, there has been a notable lack of investigation into the teachers’ actual assessment practices, criteria and methodology. The current paper aims to gain insights into the actual practices, criteria and methodology adopted by a sample of oral skills teachers at the Department of English, Constantine 1 Frères Mentouri University, in assessing the undergraduate students’ spoken output. A descriptive quantitative method was adopted using a teacher questionnaire as a tool for collecting data. Twenty-nine oral skills teachers at the aforementioned department participated in the present investigation. The results have demonstrated that the teachers’ actual oral assessment practices are inconsistent. They have revealed that there is a gap between the teachers’ actual oral assessment practices and the theoretical frameworks as well as procedural constructs of oral assessment. In addition, it has been found that the participants lack competence in developing systematic oral assessment criteria and methodology. Such lack runs the risk of undertaking inaccurate assessment, which ultimately hinders the entire pedagogical process. On the basis of such results, teacher training and collaboration are recommended in order to remedy the teachers’ inconsistent oral assessment practices. Furthermore, fostering the teachers’ competence in developing systematic oral assessment criteria and methodology can help ensure a more effective and homogeneous oral assessment system at the university level.

Cultural Kaleidoscope: Scrutinizing and Unveiling the Cultural Content of the Algerian EFL Baccalaureate Examinations

Abdelmalek LAHMAR — 2025-06-01

The intersection of language and culture in educational practices, mainly testing, is a critical area of exploration. This study delves into the cultural manifestations within the English as Foreign Language (EFL) Baccalaureate (BAC) exam reading materials spanning from 2008 to 2023, focusing on literary and philosophy, as well as literary and foreign languages streams. The research aims to determine the extent of cultural representation and identify dominant cultural categories, as well as to analyze the prevailing themes in Big “C” and Small “c” culture across source, international, target, and culture-free contexts. To attain the set aims, a qualitative content analysis is employed. Particularly, the study involves analyzing 64 BAC exams from specified streams to discern patterns of cultural representation. Cortazzi and Jin’s (1999) cultural categories, Aliakbari’s (2004) concept of neutral culture, Xiao’s (2010) analysis criteria for cultural content form the analytical framework and guide the systematic examination of cultural references within the exam materials. For the process of organizing, coding, quantifying, and analyzing data to identify dominant cultural categories and prevalent cultural themes, NVivo software is used. The results reveal that international culture predominantly influences the content, followed respectively by target culture, source culture, and culture- free elements. Additionally, Big “C” culture themes are prevalent across the materials. These findings urge the need for a balanced representation of cultural content to foster a global perspective, contextualize language nuances, recognize cultural identity, and mitigate potential biases. Ultimately, this research contributes to curriculum development and teaching practices in EFL contexts, emphasizing the significance of cultural inclusivity and awareness in language education and testing.

Interwoven Guidance: A Triadic Approach to Adaptive Supervision in Higher Education

Fouzia BENNACER — 2025-06-01

The present qualitative study delves into the trilateral relationship between supervisees, supervisors, and program coordinators in the context of EFL master dissertation writing in Algerian universities. Data comes from three sources: students, supervisors, and program coordinators through focus group discussions, questionnaires, and interviews respectively. The data was analysed using a grounded theory technique, following a bottom-up analysis to enable themes to emerge directly from the data. The findings are presented as an innovative triadic adaptive supervision framework that can be applied in Algerian settings and beyond. This framework provides valuable perspectives on enhancing supervision practices and fostering academic excellence in master dissertation writing across diverse educational settings.

Writing from Sources in Second Language Contexts: A Systematic Review of a Decade (2013–2023) Literature

Cecilia Owusu Debrah — 2025-06-01

This review synthesises a decade (2013-2023) of research on non-transgressive intertextuality in a second language context. It examines the myriad manifestations of intertextuality in diverse contexts and the various strategies researchers employ to offer distinctive perspectives on the concept. The study categorises the findings into three thematic areas: sociocultural and ideological dimensions, which focus on issues of power, identity, and ideologies in discourses; cultural and disciplinary variations, which focus on power, identity and language ideologies in discourse; cultural and disciplinary variations highlighting cross-disciplinary and cultural influences; and cognitive and pedagogical dimensions, which explore the mental and instructional processes underpinning academic literacy development in second-language contexts. The review highlights the need for a working definition of non-transgressive intertextuality and proposes a layered typology that encompasses ethical, rhetorical, and strategic intertextual practices. While critical and cognitive influences are dominant in the literature, significant gaps remain in the developmental aspects, particularly for emerging writers. Furthermore, it underscores a lack of clarity in task expectations, minimal empirical focus on pedagogical design, teacher mediation, and the limited application of technology and multimodal tools in scaffolding intertextual competence. The findings have significant implications for L2 writing instruction, curriculum design, and policy, suggesting a shift toward culturally responsive, critically oriented, and cognitively supportive pedagogy in multilingual contexts.

Integrating the Entrepreneurial Spirit into Faculty of Letters and Languages: An Introduction to Academic Research Challenges and Prospects for Improvement

Yasmina KHAINNAR — 2025-06-01

This article aims to explore how to integrate an entrepreneurial dimension in the introduction to academic research in letters and languages, traditionally oriented towards academic research. The objective is to develop more versatile student profiles, able to innovate and adapt to the challenges of the labour market. Building on the skills acquired in language masters, this research proposes to explore how to foster the emergence of an entrepreneurial culture among students. The aim is to strengthen the link between the academic world and the professional one. This qualitative study explores the potential of entrepreneurship in language training. By surveying teachers and students, this case study presents practices for integrating specific modules and fostering collaborations with the occupational sphere.

From Traditional to Online Teaching and Learning: Major Reflections and Perceptions

Souheyla BENMANSOUR — 2025-06-01

Online teaching and learning undertakings are no longer considered as a nice-to-have extramural support but feedback about the context, the mode, the time people learn, and the source they learn it from. Digitization of education permits teachers and students to gain access to accredited data beyond the classroom, in a variety of systems and procedures that aid in exploiting time and space together. Teachers around the globe are struggling to rise above the shortcomings of being physically absent when shifting to online virtual learning platforms. This paper tries to uncover the viability of exploring technologies of education for the teaching/learning of English as a foreign language in the changing approach and perspective. The conclusions of this research are founded on replies to a questionnaire responded by a sample of undergraduate students of the English language department at Mohamed Ben Ahmed University of Algeria. Gen Z, the ‘digital natives’ reveal that they do not desire teachers to be replaced by computers as they require motivation, stimulation, and effective reinforcement. Virtual education is practicable, but its exploit is determined by the effective content structure, mulling over and anticipating this transition, and the flexible exploit of teaching/learning materials that can complement the exertions of the teachers. For virtual teaching and learning, not only do the schools and universities need to be well-appointed, but the learners too need to get to know the changing situation.

The Stakes of Maintaining Distance Learning in the Algerian Academic Institutions in the Post-Covid Era

Mohammed ALI TALHA — 2025-06-01

Distance learning allows students to pursue a degree without having to be physically present in any institution of formal education. It became, at some point, when lockdowns were imposed, an ultimate solution to a new reality that struck the world. This solution seemed temporary as it was appropriate in the context of the Covid era, and the reasons of opting for it were indisputable. However, as now things have returned to what they used to be, distance learning should not be prioritized and promoted in the way it did during the restrictions of the movement. Therefore, this paper aims at highlighting the degradation that this mode of teaching has caused, through the reading of the specialists of the field and their findings on distance learning. Moreover, this article offers a general overview of the academic situation in the context of distance learning in Algeria.

Semantic Memory in Arabic-Speaking Children with Language Delays

Fakht MAAROUF — 2025-06-01

This study involves a linguistic-cognitive approach to language delay (LD) by revealing the process of semantic memory (SM) in the Arabic-speaking child according to the specificity of the Arabic language. The study aimed to answer a fundamental question about the contribution of the correlation between SM and LD in Arabic-speaking children. A sample of 32 children with LD was based on an experimental approach, including language, SM, and mental abilities tests. The results of the study found that understanding the nature of LD comes from understanding its relation to SM. We explain language impairment as a disorder in the SM processes that appear in both semantic organization and retrieval, with an advantage for retrieval. The specificity of the Arabic language in its derivation, richness, and morphological structure contributed to increasing the level of lexical access and thus the richness of the mental lexicon, and from it, the processing of language knowledge at the level of SM varies according to the features of the language.

Intraducibilidad de los conceptos sagrados: una noción compleja en el contexto de los derechos de la mujer

Karima AIT MEZIANE — 2025-06-01

ABSTRACT: The translation of religious concepts, especially those related to women and their rights, presents a particular complexity in the context of the three monotheistic religions: Islam, Christianity, and Judaism. The difficulty lies in the very nature of these concepts, which are deeply rooted in specific cultural and historical traditions, and are often expressed in languages with nuances and meanings that lack exact equivalents in other languages. When translating these concepts, there is a risk of losing or distorting their original meaning, which can have a significant impact on the understanding of women's rights and their role in society. Our main objective is to comparatively analyse sacred concepts related to women in the context of divorce, marriage, and adultery in the three monotheistic religions: Islam, Christianity, and Judaism. We will evaluate whether the translation of these concepts into Spanish has a common equivalent or if there is a risk of losing or distorting their original meaning. If such a risk is detected, we will propose solutions for handling these concepts in translation.

RESUMEN: La traducción de conceptos religiosos, especialmente aquellos relacionados con la mujer y sus derechos, presenta una complejidad particular en el contexto de las tres religiones monoteístas: Islam, Cristianismo y Judaísmo. La dificultad reside en la naturaleza misma de estos conceptos, que están profundamente arraigados en tradiciones culturales e históricas específicas, y que a menudo se expresan en lenguajes con matices y significados que no tienen equivalentes exactos en otras lenguas. Al traducir estos conceptos, se corre el riesgo de perder o distorsionar su significado original, lo que puede tener un impacto significativo en la comprensión de los derechos de la mujer y su papel en la sociedad. Nuestro objetivo principal es analizar de manera comparativa los conceptos sagrados relacionados con la mujer en el contexto del divorcio, el matrimonio y el adulterio en las tres religiones monoteístas: Islam, Cristianismo y Judaísmo. Evaluaremos si la traducción de dichos conceptos al español tiene un equivalente común o si existe el riesgo de perder o distorsionar su significado original. En caso de que se detecte tal riesgo, propondremos soluciones para el tratamiento de estos conceptos en la traducción.

La competencia oral y sociocultural en ELE: Una sinergia clave en el contexto argelino

Nabil STIHI — 2025-06-01

ABSTRACT: The teaching of foreign languages has evolved significantly over time, initially focusing on grammar- and translation-based approaches, and gradually shifting to communicative and action-oriented methodologies. In the case of Spanish as a Foreign Language (ELE) in the Algerian context, this methodological shift has been notable, with current teaching prioritizing the development of oral skills, which are considered the main objective of the teaching-learning process. To understand cultural norms, social contexts, and the subtleties of language in everyday use, the development of sociocultural competence enables students not only to communicate appropriately but also to interact more authentically in real-life situations. Within this framework, we take as an example the content of the textbook Puertas Abiertas, aimed at third-year secondary school students, and analyze the linguistic competences it includes. We aim to show how this sociocultural skill directly contributes to the development of oral fluency and accuracy, which are key goals in the teaching of ELE. This synergy between oral and sociocultural competence highlights the importance of adapting teaching methods to the specific needs of our students.

RESUMEN: La enseñanza de lenguas extranjeras ha evolucionado de manera significativa a lo largo del tiempo, al inicio se centra en enfoques basados en la gramática y la traducción hasta convertirse hoy en día en metodologías comunicativas y orientadas a la acción. En el caso del español como lengua extranjera (ELE) en el contexto argelino, este cambio metodológico ha sido notable, la enseñanza actual prioriza el desarrollo de la destreza oral que se considera como objetivo principal del proceso de enseñanza-aprendizaje. Para comprender las normas culturales, los contextos sociales y las sutilezas del lenguaje en su uso cotidiano, el desarrollo de la competencia sociocultural permite a los estudiantes no solo comunicarse de manera adecuada, sino también interactuar con mayor autenticidad en contextos reales. En este marco, vamos a tomar como ejemplo el contenido del libro Puertas Abiertas dirigido a alumnos del tercer curso de secundaria, analizamos las competencias lingüísticas que contiene. Para mostrar cómo esta destreza sociocultural contribuye de manera directa al desarrollo de la fluidez y la precisión oral, que son metas principales en la enseñanza de ELE. Esta sinergia entre la competencia oral y sociocultural refleja la importancia de adaptar los métodos de enseñanza a las necesidades específicas de nuestros estudiantes.

Amezruy n tsegda tawamant n yiɣzer Amellal

Abdelwahhab BOUSSEKAR — 2025-06-01

ABSTRACT: The ancient hydraulic engineering of Oued Abiod (Aures) relies on a network of channels carved into the rock, dating back to ancient times, some of which are still used today by the local population to irrigate their orchards. Many historians and researchers believe that these channels and all the ancient hydraulic structures are the work of the Romans. They were constructed during the Roman occupation of North Africa, denying the possibility that they were a local creation. This judgment is due to the fact that the Imazighen are among those peoples of the world who have been overlooked because they did not manage to write their own history. All their exploits and achievements are thus attributed to other peoples, especially considering that history is often written by the victor and endured by the vanquished. In this article, we undertake a field study to describe some ancient hydraulic monuments built on the banks of Oued Abiod. The contribution is part of Berber anthropological studies and water history. It aims to shed light on certain hydraulic aspects that have withstood the test of time and compare them with the notes and writings of historians.

AGZUL: Tasegda tawamant taqburt n yɣzer Amellal (Awras), tbedd ɣef ugraw n tregwa yettwaɣzen deg uẓru, yettuɣalen ɣer talliyin tiqburin, maca kra seg-sent mazal-itent ttusemrasent ar ass-a, sɣur yimezdaɣ, deg useswi n wurtan-nsen. Ttwalin kra n yimazrayen d yimnadiyen dakken tiregwa-a d yiqdicen iwamanen iqburen merra, mmuggen s ufus n yirumanen, asmi d-kecmen ɣer Tefriqt n Ugafa. Aya i igedlen tited dakken ad tili d tadigant n tadra. Tettuɣal tekti-a, dakken aɣref amaziɣ gar yiɣerfan n umaḍal i yettwaǧǧen ɣer deffir, acku ur ssinen neɣ ahat ur zmiren ad arin amezruy-nsen. Ɣef wakka, tuget n yisemras d yiqdicen-nsen ttusemman ɣef yigduden-nniḍen, ladɣa imi amezruy deg tuget-nnes yettari-t win yernan, yečča-tent win yettwarnan. Deg umagrad-a,ad neɛreḍ ad d-neglem kra n tsigar tiwamanin tiqburin, yettwaskan ɣef tamiwin n yiɣzer Amellal. Yeqqen leqdic-a ɣer tezrawin n tesnalest tamaziɣt d umezruy n waman. Iswi n tezrwat-a d awelleh ɣer kra n tsigar tiwamanin i d-yegran deg unnar, sakin ad tent-nesserwes d wayen uran yimazrayen.

Asemres n tesmidegt deg tmedyazt tamaziɣt – Said Ouchemmouth d amedya

Ali CHOUIMET — 2025-06-01

ABSTRACT: The use of toponymy in Amazigh poetry is not new. At each stage of the Amazigh poetic history, the poets insert in their poetic texts the names of the places of the villages and the cities, the rivers and the sources, the streets and the public places or those of the mountains and the hills. In this article, we will talk about toponymy, traditional and contemporary Amazigh poetry and the use of places names in Amazigh poetic texts in general and those of Said Ouchemmouth in particular. The analysis of the corpus will therefore focus on a few poems by the poet of Ath Meddour, from the Haizer region of the wilaya of Bouira. We try to bring out the names of the places in each poem and indicate their meaning and origin

AGZUL: Asemres n tesmidegt deg tmedyazt tamaziɣt yella-d seg zzman n zik. Imedyazen n yal tallit ssemrasen ismawen n wadgen deg yiḍrisen udyizen-nsen ama d wid yerzan tudrin d temdinin, ama d wid n taliwin d yisafen d yiɣeẓran, ama d wid n yidurar d tɣalltin. Yal isem n wadeg yesεa amezruy d unamek d uẓar ansi i d-yefruri. Deg umagrad-agi-nneɣ newwi-d awal ɣef tesmidegt d usemres-ines deg tmedyazt tamaziɣt tamensayt d tetrart. Nextar ad nexdem tasleḍt n usemres n tesmidegt deg tmedyazt i wammud n yisefra n umedyaz Said Ouchemmouth n temnaḍt n Hizer, aɣir n Tubiret. Ayen ara aɣ-yeǧǧen ad d-nessegzi amek imedyazen iqbayliyen ssemrasen ismawen n wadgen deg yiḍrisen n tmedyazt-nsen.