ALTRALANG Journal

La complexité morphologique du bὲrέ : une analyse du nominal composé et du syntagme nominal

Assouan Pierre ANDRDOU — 2025-12-10

ABSTRACT: Determining the status of complex constructions is a recurring challenge in the study of African languages (Guérin, 2016). This phenomenon, particularly frequent in the bὲrέ language, facilitates the formation of both nominal compounds and nominal syntagms. The present research addresses this issue, positing that while these two lexical formation processes are closely related and often difficult to distinguish, a clear distinction does exist between them. Indeed, both involve the combination of at least two lexemes, each with an autonomous existence in the language, to create a third entity. This study provides a thorough descriptive analysis of these constructions, shedding light on the crucial question of differentiating between compound words and compound syntagms. A morphosyntactic analysis of complex nominal structures in bὲrέ serves as the empirical basis for establishing this distinction. Only an approach that integrates morphological, syntactic, and semantic criteria can elucidate this subtle differentiation. The findings reveal that, unlike syntagms, nominal compounds exhibit both morphological and semantic characteristics indicative of compactness

RÉSUMÉ : La détermination du statut des constructions complexes constitue un enjeu récurrent dans les langues africaines (Guérin, 2016). Ce processus, relativement fréquent dans la langue bὲrέ, permet de former à la fois des composés nominaux et des syntagmes nominaux. La présente recherche se focalise sur cette problématique, en posant l'hypothèse qu'il existe une distinction nette entre les composés nominaux et les syntagmes nominaux, bien que ces deux procédés de création lexicale soient étroitement liés et souvent difficiles à différencier. En effet, ils consistent tous deux à combiner au moins deux lexèmes dotés d'une existence autonome dans la langue pour en créer un troisième. Ce travail propose une analyse descriptive approfondie de ces constructions, mettant en lumière la question cruciale de la distinction entre mots composés et syntagmes composés. L'analyse morphosyntaxique des nominaux complexes en bὲrέ sert de fondement empirique pour établir cette distinction. Seule une approche reposant sur des critères morphologiques, syntaxiques et sémantiques permet d'éclaircir cette nuance. Les résultats obtenus montrent que contrairement aux syntagmes, les composés nominaux présentent des caractéristiques de compacité tant morphologique que sémantique.

Analyse du comportement sociolinguistique de la situation des analphabètes dans les entreprises commerciales en Côte d’Ivoire

Ahou Andrée-Laure LOKA — 2025-12-10

ABSTRACT: After sixty years of independence, Côte d'Ivoire still has a high illiteracy rate, despite the government's literacy campaigns. According to UNESCO, these illiterates do not always have access to information, which is generally transmitted in French. They are confronted with language difficulties; sometimes unable to express their needs during exchanges with the agents of certain companies. As part of the field of interactional sociolinguistics and business communication, this article looks at the situation of illiterate people in relation to the language practices in force in commercial enterprises in Côte d'Ivoire. This article analyzes and interprets the opinions of 8 managers or employees and 25 illiterates from 8 different commercial enterprises in the town of Korhogo on languages in business. The survey reveals that illiterate people are interested in using local languages in commercial enterprises, as this will make communication and understanding easier.

RÉSUMÉ : Après soixante ans d’indépendance, la Côte d’Ivoire présente toujours un taux élevé d’analphabètes malgré les actions d’alphabétisation menées par l’État. Selon l’UNESCO, ces analphabètes n’ont pas toujours accès à l’information qui généralement est transmise en français. Ils sont confrontés à des difficultés langagières ; parfois incapables d’exprimer leurs besoins pendant les échanges avec les agents de certaines entreprises. Inscrit dans le domaine de la sociolinguistique interactionnelle et la communication d’entreprise, cet article propose d’appréhender la situation des analphabètes face aux pratiques langagières en vigueur dans les entreprises commerciales en Côte d’Ivoire. L’étude fait l’analyse et l’interprétation des avis de 8 responsables ou employés et 25 analphabètes des entreprises commerciales des villes de Man et Korhogo sur les langues en entreprise. Les résultats révèlent que les analphabètes accordent un intérêt à l’usage des langues locales dans les entreprises commerciales car cela leur rendra la communication et la compréhension aisée.

L’enseignement universitaire au cœur de la pandémie Covid-19 : Bilan rétrospectif

Lilia BOUMENDJEL — 2025-12-10

ABSTRACT: The sudden outbreak of COVID-19 has required universities across Algeria to pivot online. For the Department of Letters and French Language, the future invites itself to the present without notice and is replacing at a dizzying speed, face-to-face teaching by distance alternatives or in the best case, online. In this study, we will try to observe to what extent is it realistic / feasible to take a digital turn that suddenly shifts large quantities of educational tasks (teaching, learning - evaluation, etc.) into the virtual world, and this, ignoring face-to-face interaction. We proceed to the triangulation of several data to establish a retrospective assessment of “distance” and/or “online” teaching or even “face-to-face” in certain cases; and observe the results that punctuate hybrid modalities.

RÉSUMÉ : L’épidémie soudaine de la COVID-19 a exigé des universités à travers l’Algérie de pivoter en ligne. Pour le département de lettres et langue française, l’avenir s’invite sans préavis au présent et fait remplacer à une vitesse vertigineuse, l’enseignement en présentiel par des alternatives à distance ou dans le meilleur des cas, en ligne. Nous tenterons dans cette étude, d’observer dans quelle mesure est-il réaliste/réalisable de prendre un virage numérique qui fait basculer brusquement de grandes quantités de tâches pédagogiques (enseignement-apprentissage-évaluation, etc.) dans le monde virtuel, et ce, en faisant fi de l’interaction présentielle. Nous procédons à la triangulation de plusieurs données pour établir un bilan rétrospectif de l’enseignement « à distance » et/ou « en ligne » ou encore « en présentiel » dans certains cas ; et observer les résultats qui scandent des modalités hybrides.

Former les enseignants universitaires nouvellement recrutés à la pédagogie universitaire pour améliorer la qualité de l'enseignement supérieur et favoriser l'apprentissage des étudiants

Fatima Zohra SAKRANE — 2025-12-10

ABSTRACT: The training of newly recruited Algerian university teachers is a major challenge to ensure the quality of higher education. Several research studies have highlighted the need to train these teachers in university pedagogy; however, few studies have focused on evaluating and analyzing the outcomes of such training, especially when it is provided by the institutions themselves (Boudarene & Djebbar, 2015). It is from this perspective that we chose to focus our study on this issue. The objective of this research is to evaluate and analyze, on the one hand, the results of the final exam of the course "Pedagogy and Psychopedagogy," which we taught to newly recruited teachers at the University of Bejaia during the 2023-2024 academic year, and on the other hand, the interactions we had with these same teachers during the university pedagogy training. The results obtained highlight the positive impact of this type of training and open up new perspectives for improving existing programs.

RÉSUMÉ : La formation des enseignants universitaires algériens nouvellement recrutés représente un enjeu essentiel pour assurer la qualité de l’enseignement supérieur. Bien que de nombreuses recherches aient insisté sur la nécessité de former ces enseignants à la pédagogie universitaire, peu d’études se sont penchées sur l’évaluation et l’analyse des acquis issus de ces formations, en particulier lorsqu’elles sont proposées par les institutions elles-mêmes (Boudarene & Djebbar, 2015). C’est dans cette optique que notre étude s’inscrit. Elle vise à évaluer et analyser, d’une part, les résultats de l’examen final du cours « Pédagogie et psychopédagogie », dispensé aux enseignants nouvellement recrutés à l’université de Bejaia durant l’année universitaire 2023-2024, et, d’autre part, les échanges tenus avec ces mêmes enseignants tout au long de la formation en pédagogie universitaire. Les conclusions révèlent un impact positif de ce type de formation et ouvrent de nouvelles perspectives pour l’amélioration des dispositifs actuels.

Pratiques langagières chez les immigrés turcs en Algérie : cas des apprenants de primaire d’une institution privée

Saadia ZARIOR — 2025-12-10

ABSTRACT: Turkish immigration to Algeria has grown in recent years, particularly due to historical and economic ties between the two countries. This population lives in a multilingual environment where several languages coexist. The language practices of Turkish immigrants in general, and primary school students in particular, are influenced by several sociolinguistic and educational factors. This theme highlights the coexistence of several languages in the daily lives of these children and the resulting dynamics.

RÉSUMÉ : L’immigration turque en Algérie s’est renforcée ces dernières années, notamment avec des liens historiques et économiques entre les deux pays. Cette population se retrouve dans un environnement multilingue où plusieurs langues cohabitent. Les pratiques langagières des immigrés turcs en général, et des apprenants de primaire en particulier, sont influencées par plusieurs facteurs sociolinguistiques et éducatifs. Cette thématique met en lumière la coexistence de plusieurs langues dans le quotidien de ces enfants et les dynamiques qui en découlent.

Le théâtre et les TICE ; une nouvelle dynamique pour l’enseignement du français langue étrangère. Vers un accompagnement pédagogique autonome

Fatima Zohra BENATTA — 2025-12-10

ABSTRACT: In this article, we have brought on two effective teaching strategies that help change teaching practice. We suggest independent educational support that can boost the teaching of French as a foreign language. Through an experimental investigation, we will present theatre and interactive presentations with ICT as two effective teaching strategies. We will bring to light the effectiveness of these two strategies on a theoretical and practical level. For this, we will rely on our personal experience in the field and the results obtained during the survey carried out among the students of the University of Mascara from their first year until their last year of study.

RÉSUMÉ : Dans cet article, nous proposons deux stratégies pédagogiques efficaces qui changeront la pratique enseignante. Nous suggérons un accompagnement pédagogique autonome qui dynamise l’enseignement du français langue étrangère. A travers une enquête expérimentale, nous allons présenter le théâtre et les exposés interactifs avec les TICE comme deux stratégies pédagogiques efficaces. Nous mettrons en lumière leur importance sur le plan théorique et pratique. Pour se faire, nous allons nous appuyer sur notre expérience personnelle sur le terrain et aux résultats obtenus lors de l’enquête effectués auprès des étudiants de l’université de Mascara depuis leur première année jusqu’à leur dernière année d’étude master 2.

Le support audio : un apport dans l’enseignement/apprentissage du Français Langue Etrangère pour des apprenants non-voyants

Ghizlene OULD ALI — 2025-12-10

ABSTRACT: Globalization and new technologies have not only disrupted our way of life, but also that of learning in general and that of the French language in particular. In Algeria, a significant reflection has arisen around the supports, manuals and programs that could solicit motivation and capture the attention of learners in class. Our survey, which complements our initial research work on the use of audio supports in the teaching/learning of French as a foreign language among blind learners, is part of a didactic perspective that aims to identify the impact that an extracurricular use of audio supports would have on this visually impaired audience for efficient learning of the French language in class.

RÉSUMÉ : La mondialisation et les technologies nouvelles ont non seulement chamboulé notre mode de vie, mais aussi celui de l’apprentissage en général et celui de la langue française en particulier. En Algérie, une importante réflexion est née autour des supports, des manuels et des programmes qui pourraient solliciter la motivation et capteraient l’attention des apprenants en classe. Notre enquête, qui vient compléter notre travail de recherche initial qui porte sur l’exploitation des supports audio dans l’enseignement/apprentissage du français langue étrangère chez des apprenants non-voyants, s’inscrit dans une perspective didactique ayant pour objectif de dégager l’impact qu’aurait une exploitation extrascolaire des supports audio chez un public déficient visuel, pour un apprentissage efficient de la langue française en classe.

Effet du trauma colonial sur les représentations relatives à la langue française dans le contexte estudiantin algérien

Djamila MAHAMMED OUALI — 2025-12-10

ABSTRACT: This article is in the field of sociolinguistic representations. We will discuss the relationship of Algerian students to French, a language resulting from a coloniality of more than a century, marking a trauma on the generations that lived through the physical and moral suffering of this period. 60 years after independence, this trauma is still perceptible in the epilinguistic discourses of Algerian students who do not depart from the colonial question in the expression of their opinions, often negative, towards the French language.

RÉSUMÉ : Cet article s’inscrit dans le domaine des représentations sociolinguistiques. Nous y aborderons le rapport de 55 étudiants algériens au français, langue résultante d’une colonialité de plus d’un siècle, marquant un traumatisme sur les générations qui ont vécu les souffrances physiques et morales de cette période. 60 ans après l’indépendance, ce traumatisme reste perceptible dans les discours épilinguistiques des étudiants algériens qui ne se départissent pas de la question coloniale, dans l’expression de leurs opinions, souvent négatives, envers la langue française.

L’identité « nomade » des pronoms personnels chez J.-M. G. Le Clézio

Bahia ZEMNI — 2025-12-10

ABSTRACT: This study investigates the use of personal pronouns in "Identité nomade" by J.-M. G. Le Clézio. It explores how variations in pronouns reflect and shape a plural and fluid identity. Using a combined linguistic, enunciative, and pragmatic approach, the article focuses on pronominal substitution, polyphony, and argumentation. The analysis shows that the personal pronouns "I," "YOU," and "ON" display referential instability and contribute to a strategy of discursive self-representation. From a polyphonic perspective, this instability emphasizes the hybrid and "nomadic" nature of identity. Finally, the study underscores the pragmatic effects of these pronominal dynamics, especially in terms of ethos construction and perlocutionary influence.

RESUME : Cet article analyse l’usage des pronoms personnels dans Identité nomade de J.-M. G. Le Clézio afin de montrer comment les variations pronominales participent à la construction discursive d’une identité plurielle et instable. À travers une approche linguistique, énonciative et pragmatique, fondée sur l’étude de la substitution pronominale, de la polyphonie et de l’argumentation, nous mettons en évidence une instabilité référentielle du JE, du TU et du ON. Cette dynamique pronominale confirme le caractère hybride et « nomade » de l’identité. L’analyse montre enfin que ces procédés linguistiques s’inscrivent dans une stratégie discursive de légitimation identitaire reposant sur l’ethos et les effets perlocutoires.

APPROCHE ANTHROPOLOGIQUE ET CONTEXTE SOCIAL : Femme, féminisme, féminin dans Une si longue lettre de Mariama Ba et Xala d’Ousmane Sembene

Fatima Lamia BELOUD — 2025-12-10

ABSTRACT: The status of women in West Africa, and in Senegal in particular, before independence, was difficult, even quite critical, since traditional society greatly limited the personal development of women. It was only with independence and the transmutation of African societies that she took her coveted place, but to speak of complete emancipation would be erroneous since the conservatism of traditional African society remains to this day. The woman in the novelistic universe of Ousmane Sembene and Mariama Bâ holds a place of choice, she is always in the front line, never relegated to the back. She is a being of honor through which society rises and it is appropriate, according to the two writers, to sublimate her instead of criticizing or marginalizing her. They often recall that in ancient times, she enjoyed the status of legendary heroine who marked the history of the African continent. Ousmane Sembene and Mariama Bâ are socially committed writers. Their commitment implies an absolute stance on the question of the emancipation of women and their participation in the transmutation of society as well as in most of the political and social upheavals that the different countries of Africa have known.

RÉSUMÉ : La condition féminine en Afrique de l’Ouest en général, avant les indépendances, était difficile, assez critique même puisque la société traditionnelle limitait l’épanouissement personnel de la femme africaine. Ce n’est qu’avec l’indépendance et la transmutation des sociétés africaines qu’elle a pris la place tant convoitée mais parler encore d’émancipation complète serait erronée puisque le conservatisme de la société africaine traditionnelle reste à ce jour actuel. La femme dans l’univers romanesque d’Ousmane Sembene et de Mariama Bâ tient une place de choix, elle est toujours en première ligne, jamais reléguée en arrière. Elle est un être d’honneur à travers laquelle s’élève la société et il convient, selon les deux écrivains, de la sublimer au lieu de la critiquer ou de la marginaliser. Ils rappellent souvent d’ailleurs que dans les temps anciens, elle bénéficiait du statut d’héroïne légendaire qui a marqué l’histoire du continent africain. Ousmane Sembene et Mariama Bâ sont des écrivains socialement très engagés. Leur militantisme implique une prise de position absolue sur la question de l’émancipation de la femme et sa participation dans la transmutation de la société ainsi que dans la plupart des bouleversements politiques et sociaux qu’ont connus les différents pays de l’Afrique.

Des images sublimes, pittoresques, romantiques ? Les multiples vies des tableaux de Salvator Rosa

Nikol Dziub — 2025-12-10

ABSTRACT: Before becoming (or returning to being), in the 21^st century, realistic representations of the mindsets of the time when they were painted, Salvator Rosa’s works have had several statuses : in the 18^th century, particularly in England, but also in France, they were considered allegories of the struggle between man’s desire to have possession and indomitable nature, as archetypes for the aesthetics of the sublime, as models for the poetics of picturesque painting and gardens, as testimonies bearing the mark of a philosophy tinged with epic heroism, or even as matrix settings for Gothic novels ; then, in the 19^th century, they were treated as perfect examples ahead of their time of the Romantic theory of art, as biographical documents, as pseudo-documents used to develop fictitious biographical fragments, as perceptive filters structuring the gaze of romantic travellers, as a motivic toolbox, and more generally as the sources of a legend that would inspire poets, playwrights, musicians, etc. What links these different eras of the painter’s reception is the idea that an obscure energy emanates from his work, constituting a common heritage that allows the arts to triumph over the disparity of mediums and unite against the aesthetic standardisation that follows from the industrialisation of creation.

RÉSUMÉ : Avant de (re)devenir, au XXIe siècle, des représentations réalistes des mentalités de l’époque où elles furent peintes, les images de Rosa ont connu plusieurs statuts : au XVIIIe siècle, en Angleterre particulièrement, mais aussi en France, elles sont considérées comme des allégories de la lutte entre l’homme désireux de posséder et la nature indomptable, comme des archétypes pour l’esthétique du sublime, comme des modèles pour la poétique de la peinture et du jardin pittoresques, comme des témoignages portant la marque d’une philosophie teintée d’héroïsme épique, ou encore comme des décors-matrices pour les romans gothiques ; puis, au XIXe siècle, elles sont traitées comme de parfaits exemples avant l’heure de la théorie romantique de l’art, comme des documents biographiques, comme des pseudo-documents servant à élaborer des fragments biographiques fictifs, comme des filtres perceptifs structurant le regard des voyageurs romantiques, comme une boîte à outils motivique, et plus généralement comme les sources d’une légende qui inspirera poètes, dramaturges, musiciens, etc. Ce qui constitue le trait d’union entre ces différentes époques de la réception du peintre est l’idée que de son œuvre émane une obscure énergie constituant un patrimoine commun qui permet aux arts de triompher de la disparité des médiums pour s’unir contre l’uniformisation esthétique qui s’ensuit de l’industrialisation de la création.

De la douleur à l'action : comment la TL221 a fait résonner la voix de Dieynaba Ndiaye ?

Babacar CISSÉ — 2025-12-10

ABSTRACT: This article explores the social mobilization dynamics surrounding the case of Dieynaba Ndiaye, a situation that highlights the issues of domestic violence in Senegal. Adopting a qualitative methodology, the study examines the engagement of the TL221 community on social media platform X, where thousands of users shared testimonies and calls for action. The analysis of tweets, online discussions, and semi-structured interviews identified key themes, including solidarity towards Dieynaba, narratives of domestic violence, and critiques of the judicial system. The findings demonstrate how this mobilization amplified Dieynaba's voice and generated collective outrage, evidenced by a petition that garnered over 94,000 signatures. Furthermore, the social pressure exerted led to institutional responses, including the arrest of Dieynaba's husband. The study also highlights a significant shift in public perceptions regarding domestic violence and the strengthening of feminist support networks in Senegal.

RÉSUMÉ : Cet article explore les dynamiques de mobilisation sociale entourant l'affaire Dieynaba Ndiaye, une situation révélatrice des enjeux liés à la violence conjugale au Sénégal. En adoptant une méthodologie qualitative, l'étude examine l'engagement de la communauté TL221 sur le réseau social X, où des milliers d'utilisateurs ont partagé témoignages et appels à l'action. L'analyse des tweets, des discussions en ligne et des entretiens semi-directifs a permis d'identifier des thématiques clés, telles que la solidarité envers Dieynaba, les récits de violence conjugale et les critiques du système judiciaire. Les résultats montrent comment cette mobilisation a amplifié la voix de Dieynaba et suscité une indignation collective, illustrée par une pétition ayant recueilli plus de 94 000 signatures. De plus, la pression sociale exercée a conduit à des réactions institutionnelles, notamment l'arrestation du mari de Dieynaba. L'étude souligne également un changement significatif dans les perceptions publiques concernant la violence conjugale, ainsi que le renforcement des réseaux de soutien féministes au Sénégal.

Analyse des pratiques discursives autour du roman kabyle sur Facebook : étude de six rencontres diffusées via la page « Timlilit Taseklant »

Wahid LAMRI — 2025-12-10

ABSTRACT: This study analyzes the discursive practices surrounding the Kabyle novel in a non-institutional digital space. Based on six recorded sessions broadcast on the Facebook page "Timlilit Taseklant", we examine the discourse produced by three types of actors: the mediator-host, the invited novelists, and the commentators. Four types of discourse emerge (didactic, metapoetic, epistemic, and affective), depending on the socioprofessional profiles of the participants. Together, these discourses form a distributed, horizontal, and dynamic form of literary criticism, contributing to the legitimization of the Kabyle novel within the contemporary Amazigh literary landscape.

RÉSUMÉ : Cette étude analyse les pratiques discursives entourant le roman kabyle dans un espace numérique non institutionnel. À partir de six rencontres diffusées sur la page Facebook « Timlilit Taseklant », nous examinons les discours tenus par trois types d’acteurs : l’animateur-médiateur, les romanciers invités, et les commentateurs. Quatre types de discours émergent (didactique, métapoétique, épistémique, affectif), en lien avec les profils socioprofessionnels des intervenants. L’ensemble constitue une critique distribuée, horizontale et vivante, contribuant à la légitimation du roman kabyle dans l’espace littéraire amazigh contemporain.

Investigating Pronunciation Errors of the –ed- Ending Among Malian Graduate EFL Students

Ibrahim MAIGA — 2025-12-10

This study investigates the pronunciation challenges faced by Malian graduate EFL learners regarding the final -ed sound in regular verbs. Utilizing qualitative methods, data were collected through structured interviews and read-aloud tasks, allowing for a comprehensive analysis of each learner’s articulation of the targeted sound. The analysis identified a range of pronunciation errors, revealing a significant pattern of difficulty among participants in producing the -ed ending correctly. These difficulties may be attributed to various linguistic and phonetic factors specific to the learners’ native languages. Based on the findings, this study offers pedagogical suggestions aimed at enhancing pronunciation instruction in EFL contexts. This research is expected to be beneficial for educators seeking to understand and mitigate pronunciation challenges in their classrooms.

The Role of Critical Literacy in Enhancing EFL Reading Skills: A Case Study of Fourth-Year Graduating EFL Learners at ENS Constantine

Hiba LITIM — 2025-12-10

In the 21st-century English as a Foreign Language (EFL) educational context, learners increasingly encounter biased ideologies and misinformation in texts, necessitating pedagogical approaches that go beyond basic comprehension. Critical literacy (CL) offers a framework to engage with texts analytically and critically. This study examines the role of CL in enhancing the reading skills of fourth-year graduating EFL students at the École Normale Supérieure Assia Djebar in Constantine, Algeria. Employing a mixed-methods research design, data were collected through an online questionnaire administered to 30 final-year EFL students. The aim is to assess students’ perceptions and competencies in applying critical literacy strategies during reading tasks. Findings indicate that critical literacy significantly contributes to the development of advanced reading skills by promoting deeper, more reflective comprehension. Students demonstrated improved ability to critically analyze texts, question underlying assumptions, and deconstruct embedded narratives. The study concludes that integrating critical literacy into EFL curricula is crucial for developing proficient readers capable of evaluating, challenging, and responding to the messages conveyed in written discourse.

An Investigation into EFL Students’ Difficulties in Understanding and Interpreting Literary Texts: Case study of Second year EFL Students at Ibn Khaldoun University

Khaled BELARBI — 2025-12-10

One of the important skills that EFL students should work on is reading because it plays an important role in the educational system as well as in communication. Many second or foreign language learners have regarded reading as the most important skill (Grabe, 2002). The search for a model or process which could suitably account for more effective and efficient reading comprehension, and appreciation of text for EFL learners has been a controversial and challenging concern among many EFL theorists and researchers as well as practitioners (Carrell, 1988; Smith, 1982). This paper attempts to shed some light on the frequent problems that university students meet while reading the literary texts introduced by their teachers as the latter aim to widen their horizons and to introduce them to new cultures. The results revealed that a large number of students have problems in understanding and interpreting literary texts such as understanding the relationship between the writer/poet, period of the text, and the theme/s of the literary work; finding out and interpreting figures of speech; difficulties in suggesting a rich variety of classroom implications in relation with using literature in teaching English; and finally the pronunciation and intonation difficulties.

The Impact of Gender, Age, Educational Level, And Place of Residence On Algerian University EFL Students’ Preferences of Online Versus Face-To-Face Learning

Samia MOUAS — 2025-12-10

The rapid integration of online learning into higher education, accelerated by the COVID-19 pandemic, has made understanding student modality preferences essential for effective pedagogical design. This is particularly important in contexts like Algeria, where digital transition intersects with unique sociocultural and infrastructural dynamics. This quantitative study investigates the impact of four key demographic variables: gender, age, educational level, and place of residence, on Algerian university EFL students’ preferences for online (OL) versus face-to-face (F2F) learning. Grounded in Self-Determination Theory (SDT) and the Community of Inquiry (CoI) framework, the research interprets preferences through the lenses of psychological needs (autonomy, competence, relatedness) and perceived educational presence (social, teaching, cognitive). Data were collected via a structured questionnaire from 268 EFL students across Algerian universities and analyzed using chi-square tests, ANOVA, and correlation analysis. The results reveal significant influences for three variables: gender (p=.047p=.047), with males leaning toward OL (prioritizing autonomy) and females toward F2F (valuing relatedness); age (p=.013p=.013), showing older students’ greater openness to OL for flexibility; and educational level (r=.269,p<.01r=.269,p<.01), indicating that advanced students prefer more autonomous, OL-integrated formats. Contrary to expectations, place of residence showed no significant effect (p=.434p=.434), suggesting that perceived learning quality and psychological needs may outweigh geographic barriers in this context. The study concludes that students’ modality preferences are not merely logistical but are deeply tied to how different learning environments fulfill core psychological needs and establish meaningful educational presence. These findings offer evidence-based guidance for Algerian educators and policymakers, advocating for differentiated, phased blended learning models that are pedagogically responsive and designed to support autonomy, relatedness, and a strong community of inquiry across both digital and traditional classrooms.

Instructors’ Readiness to Englishization at Higher Education: The Case of EMI at ENSA Algeria 2022/2023. Effective or Defective?

Hanane BELLAL — 2025-12-10

This study explores the status and the role English performs to serve the needs of the Algerian Higher education: Teachers at the Higher College of Agronomy, Algiers. Being from a Non-English speaking background (NESB), the study attempts to identify the nature of the Algerian tutors’ implementation of Englishization, it investigates on their communicative proficiency as well as readiness in English to apply and instruct their lectures with in classes for future teaching career. This study also examines instructors’ attitudes toward the transition from French to English as the official medium of instruction in Agronomy at ENSA. This analysis mostly incorporates: ENSA instructors’ views on their current level of communicative competence; and to what extent both proficiency and expertise correlates with their employability at a professional level to succeed higher instruction. To find out responses to the declared inquiries, a descriptive study based on both qualitative and quantitative approaches was conducted. Diverse instruments are employed for the analysis comprising: workplace observation, needs analysis based on semi- structured questionnaires and semi structured interviews plus diagnostic tests based on A1 and A2 levels in the 1st year plus other four levels in the 2nd year of submission. The findings show that like all Algerian universities, ENSA has greeted constructively English Medium Instruction. Moreover, the majority of ENSA teachers were ready to the implementation of Englishization whereas Professor Tarik Hartani; the School Director, has offered the teaching team with supportive training requirements in English. Finally, EMI, despite defeats and qualms, was effective at ENSA. This proved that English communicative competencies are among the top determinants for ENSA instructors to be employed in the Algerian higher education especially that scientific research, articles’ submission and publications are all required in English. Most respondents interviewed believe that there has been an upgrading trend in the communicative competence of the Algerian trainers over the last decade and they unanimously agree that a high priority should be placed on the excellence of quality of English teachers. Practically, it is concluded that Algerian higher education communication at ENSA reflects an adequate communicative proficiency for it includes a mixture of knowledge, skills, ability and personal characteristic traits that are essential for teachers to guarantee high performance at their workplace.

Implementing Problem-Based Learning to Enhance Problem Solving Skills and Intercultural Competence in ESP Course: The Case of English for Food Science and Technology

Lamia ELMECHTA — 2025-12-10

Higher education institutions are currently deemed as the prime catalysts in developing a set of skills required for producing graduates seeking to realize vocational goals. Problem solving is set among the number one of these skills. The aim of this paper is to implement problem-based instruction in ESP syllabus through the consideration of problem solving and culture as its main principles. The work purports to investigate the effects of PBL in enhancing the students’ problem-solving skills as well as their intercultural competence through the students’ lens. The case study method is adopted to achieve the determined purpose by providing a detailed lesson plan through stating the course objectives, the teaching scenario, assessment and the teachers and students’ roles. In assessing the students’ attitudes towards the effectiveness of PBL in the current ESP course, a survey was conducted with 40 students enrolled in Master studies at the institute of Nutrition Food and Agro-food technologies, Constantine 1 University- Algeria. The results confirm the students’ positive attitude towards PBL in the current ESP course in enhancing their problem-solving skills as well as in boosting their intercultural competence. These results would, hence, recommend the consideration of PBL approach and the integration of culture as an educational goal in ESP instruction.

Investigating Causes of Language Learning Failure Among Algerian ESP Doctoral Students: A Case Study of Arabic Department Learners at ENSB

Wafia TIHAL — 2025-12-10

The aim of this study was to investigate why first-year doctoral students from the Arabic Department at the Teacher Training College of Bouzareah (ENSB) failed to achieve the B2 level in the mandatory online English program set by the Algerian Ministry of Higher Education. The study involved 15 first-year doctoral students who took part in the program during the 2022–2023 academic year. A mixed-method approach, including a questionnaire, a semi-structured interview, and online classroom observation, was used to gather both qualitative and quantitative data. Data were analyzed through content analysis of course units, examination of online interactions, and basic statistical analysis of questionnaire responses. The results indicate that the primary cause of this failure was the online delivery format, which placed A1 and A2 level students in a frustrating situation. This frustration stemmed from their inability to follow the teacher behind the screen and from certain course units being unrelated to their specialism, making the technical vocabulary even more challenging. Furthermore, students perceived the online English course units as not entirely relevant or appropriate to their academic needs, adding to their struggle. Additionally, the study reveals that these students do not use learning strategies that promote long-term retention, which is another cause of language failure. To address these issues, it is recommended that online teaching be avoided for beginner-level students (A1 and A2), and that more personalized teaching methods be considered, such as designing lessons around topics related to students' fields of study or including simple role-play activities to practice everyday conversations.

From Classroom to Workplace: An Investigation of the ESP Students' Readiness for Language-Based Professional Tasks in Algeria

Mounya NEDJARI — 2025-12-10

This research sheds light on the linguistic needs of ESP university students, the would be language-based professionals in Algerian companies. These students should be well prepared to be skilled LBPs (language-based professionals) with high English language competencies. Hereby, the aim of this research is to investigate their extent of readiness for being in charge of language-based professional roles, as well as instilling the LBP concept as a clinical solution that would offer a strong support for improving their English language proficiency, which eventually, seeks global competitiveness. This research paper mainly includes two parts, the first one deals with basic concepts of ESP, with heavy emphasis on the Algerian ESP situation, while the second part, tackles the practical portion of the research. For the last, data were collected through a semi-structured questionnaire with Master 2 ESP students in the English department of Oran 2 university. The findings highlighted a significant gap in ESP education, with very limited language skills for effective communication in professional settings. The findings similarly showed that the implementation of LBP can be a challenging task in the light of the current situation of ESP in Algerian universities. Through this investigation, the researcher attempted to throw light on a delicate linguistic issue in the Algerian enterprise that is originally stemming from the university. However, deeper insights into language challenges and communication issues in Algerian companies, that the researcher could not deal with in this research paper, should be stressed for further investigation.

A Systematic Review of Needs Analysis Research in English for Medical Purposes (2010-2024)

Mohamed Amine MESSAHEL — 2025-12-10

This study systematically reviews English for Medical Purposes needs analysis research findings and methodologies. It addresses the lack of a consolidated synthesis specific to the field, offering integrated insights for researchers, English teachers and medical practitioners. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) checklist, 19 academic databases, including Scopus, PubMed, JSTOR, ScienceDirect, and academic search engines, mainly JURN and BASE, were searched using predefined key terms: “English for Specific Purposes,” “Needs analysis,” and “English for Medical Purposes.” From the initial search, 2240 studies were identified. These studies were screened using rigorous inclusion and exclusion criteria, focusing on publication language, peer-review status, publication date (2010-2024), and scope, among other criteria. Ten studies (n=10) were included in the final dataset and further evaluated using the Mixed Methods Appraisal Tool (MMAT). The current synthesis established that the studies emphasised the critical importance of core language skills for medical communication, with seven studies highlighting the importance of medical terminology. The same seven studies also noted widespread dissatisfaction with outdated course materials and significant gaps in the alignment of content and the needs of medical professionals. In terms of methodology, eight studies used a mixed methods approach, nine relied on triangulation, and only six used pilot tests to ensure reliability and validity. A key implication of these findings is the need for an evidence-based approach to English education for medical purposes, grounded in empirical research, to better support researchers, ESP teachers, and medical practitioners. Consequently, more longitudinal research tracking EMP skills across the medical landscape is needed to bridge these critical gaps and advance the pedagogy.

Early English Instruction in Primary Education in Algeria

Nadjouia RAOUD — 2025-12-10

The initial provision of English in Algeria in the first junior school year up to university level began in the 1960s, but later attempts to introduce it as early as the fourth year of primary school met challenging views. This paper discusses the feasibility of introducing English in Algerian 3rd grade primary education, attempting to shed light on the challenges of English provision in a multilingual context from cultural, psychololgical, and educational perspectives. It examines both supportive arguments and opposing viewpoints on early English instruction in three North African Francophone Arabic-speaking countries, with a focus on Algeria. The article concludes with practical recommendations for a less problematic integration of English in Algeria’s complex linguistic situation.

Didactics Science and Management of the Future of Language Education Making

Mohammed El-Farouk ADJEB — 2025-12-10

The development and modernization of education in our contemporary reality is an urgent requirement for any society because it represents a vital weight and an effective means on which societies depend for their growth and stability. Others such as: sociology, psychology, pedagogy, linguistics, languages, philosophy, literature, and history... All of these sciences employ and benefit from them in building its terms, concepts, and knowledge, and drawing its distinct boundaries that distinguish it from other scientific disciplines. In this educational scientific study, we seek to highlight the importance and role of educational science in managing the future industry of language education due to the fertile scientific knowledge that it provides to the educational and educational process at the same time, which can be invested in acquiring and communicating knowledge, and addressing educational contents and building the appropriate methodological structure as required by the learning system.

Mechanisms for Establishing and Explaining Scientific Terms in The Books of Natural and Life Sciences for Secondary Education-Experimental Sciences Field

Hayat BENNADJI — 2025-12-10

Terms are considered keys of science, that understanding and assimilating them in a particular field or science implies understanding that field or that science. For this reason, the issue of “term” occupies a large part of linguists’ thinking in both ancient and contemporary periods, as it plays a great role in communication and transferring knowledge from one generation to another. In this article entitled “Mechanisms for Establishing and Explaining the Scientific Terms in the Books of Natural and Life Sciences for Secondary Education-Experimental Sciences Field”, we will try to classify the scientific terms included in these books, in which Arab linguists and scientists used several means to generate new terms through various methods such as translation, localization, and derivation. Next, we will outline the mechanisms that elucidate these terms, commonly referred to as the mechanisms of teaching scientific terminology. These mechanisms facilitate the learner’s understanding of scientific terms. Therefore, the authors of those books used a variety of them, as the synonym, the contrast, the educational explanation, the image, and the idiomatic phrase mechanisms. In this article, we will also point out some scientific terminology problems, such as terminological chaos and multiple terms for the same meaning.

The US Predatory Discourse on its Origin Myth Contrapuntally Analyzed: The Case of American Settlers’ Narrative on Native Americans

Naime BENMERABET — 2025-12-10

The article seeks to unpack the US hegemonic and predatory discourse which firmly underpins its origin myth through the use of Said’s contrapuntality approach. More specifically, the article places a special premium on revealing that the US mainstream, official historical account about its origins is largely insufficient to vehicle the thorough reality of how the US was first established. The article investigates the US dichotomous, hierarchized and inveterately supremacist narrative that underpinned policies of land theft, forcible removal and genocide against Native Americans. Most importantly, the article contrapuntally analyses President Andrew Jackson’s milestone speech before Congress (Dec. 6, 1830) to demystify the univocal and exclusionary US historical account which elevated its ethnocentric and supremacist narrative into a commonsensical and non-negotiable logic. The analyses dwell on unearthing alternative, but muted, narratives about the experiences of the encounter of American settlers with Native Americans.

Rachid Boudjedra's Intellectual Writing: Exploring the Intersection of History and Ideology

Wafa BEGGAS — 2025-12-10

The novelistic writing of Rachid Boudjedra exemplifies a remarkable fusion of erudition, where diverse fields of knowledge and cultures converge. Interweaving texts from various references, his work opens up multiple avenues, embracing history, philosophy, ideology, cultural heritage, and human knowledge. In his novels particularly Saint Georges Hotel, The Barbary Figs, and Spring religion intersects with atheism, fiction blends with rationalism, and opposing ideologies coexist. History often leaves its imprint through the integration of real historical events into the narrative framework. In this sense, the novelistic text becomes a fertile space for universalism, where Ibn Khaldun stands alongside Francis Bacon, Moussa Maimonides next to Ulugh Beg, and various other Eastern and Western thinkers such as Nietzsche, Saint Augustine, Saint Donatus, Homer, Suhrawardi, Ibn Bahr, and Al-Jahiz. The relationship between history and ideology emerges in the way historical narratives are shaped by ideological frameworks, influencing the perception and representation of past events in literary discourse. Boudjedra’s novels illustrate how history is not a neutral record but a constructed narrative that reflects ideological struggles and cultural reinterpretations.

Motherhood and Empire Building in Virginia Woolf’s The Voyage Out

Samira HACHEMAOUI — 2025-12-10

Contemporary interpretations of Virginia Woolf’s works increasingly emphasize the significance of political contexts. Her experiences with the threat of war and patriarchal oppression are evident throughout her fiction, beginning with her debut novel, The Voyage Out. This paper explores the impact of British Imperialism on female characters representing English women who faced heightened patriarchal constraints at the turn of the century, particularly in their role as mothers. Employin g socialist feminist and postcolonial theory, the analysis highlights the interconnectedness of British imperialism, patriarchy, and the psychological oppression of these women. Through the interaction of these power structures, English women emerge as both complicit and victims within this socio-political framework.

The Feminine Child Character in Algerian Novels: The Novel Tāʾ al-Khajal by Fadhila Al-Farouq as a Case Study

Farouk SOLTANI — 2025-12-10

Childhood, in terms of content, is a narrative component rich in sociological and psychological implications, offering insights into the development of societies. As it pertains to Algerian reality, childhood proves to be a crucial indicator, as reconstructing events through literary works allows us to understand societal trajectories. This theme frequently appears in many Algerian narrative texts. The novel Taa’ Al-Khajal by Fadhila Al-Farouq presents a depiction of feminine childhood, conveyed through the lens of the protagonist’s own story. Despite the novel’s sensitivity in tackling this subject, the study highlights the feminine childhood character and its reflection in Algerian literature using the mentioned novel as a model.

Challenges and Skills in Online Simultaneous Interpreting: A Case Study from Algeria

Allel Bilel FASLA — 2025-12-10

As multilingual communication becomes more demanding in the 21st century, remote technologies and devices have become a part of interpreting and other multilingual tasks. As a result, in addition to the complexity of the interpreting mission, remote interpreters face additional obstacles and have to improve an additional range of skills in order to perform their tasks. This article aims at discussing the nature of simultaneous online interpreting as a subset of remote interpreting and attempts to illustrate a non-exhaustive series of hurdles faced by the author through multiple experiments involving multilingual market research focus group discussion sessions in three Algerian cities from December 2020 to March 2023. The experiments revealed that the level of complexity varies depending on the type of remote setting, with online interpreters' assignments requiring more attention and effort. To succeed, these interpreters need to draw on both hard and soft skills.

Intertextual Echoes and their Transmutation: Quotation in Eliot’s Poetry across Source and Translation

Mohammed El Amine HADRI — 2025-12-10

This article explores the concept of intertextuality as an interaction between texts, where earlier works are invoked within a new composition, creating a dialogue across time and culture. It focuses on quotation as one of the most significant forms of intertextuality, particularly in poetry, due to its role in shaping meaning and broadening interpretive possibilities. The discussion begins with a theoretical overview of intertextuality and quotation, and then followed by a practical application in the poetry of T. S. Eliot, who is recognized as one of the leading poets to have employed intertextual strategies with depth and cultural consciousness. In Eliot’s work, quotation functions not as mere embellishment, but as an essential structural device through which religious, literary, and historical texts are reimagined to create a modern poetic voice. The article analyzes selected examples from Eliot’s poems, illustrating how quotations are transformed in poetic translation and how their meanings shift across different cultural and linguistic contexts. It concludes that intertextuality in Eliot’s poetry underscores the power of cultural memory, transforming the poem into a text open to history, religion, literature, and intellectual reflection, thereby granting his poetry a universal character and a sense of timelessness.

Translators’ Gender Ideology and its Impact on the Translation Product: The Aspect of Female Gender Stereotype in Brothers Grimm Fairy Tales

Ouided SEKHRI — 2025-12-10

This research seeks to investigate the differences encountered when exposed to translations made by male and female translators and their impact on the translation product. In addition, it tries to prove that gender ideology does have a crucial role in these distinctions. The purpose of this study is to understand how the translator’s ideology can influence the translation product, and how this influence can be seen through the translator’s language and perceived through their style, emphasis, and even omission of particular parts of the source texts, and their translation processes and techniques used. This study focuses most on raising gender awareness in the translation field especially that of Arabic-English-Arabic and uses a corpus study based upon ‘The Brothers Grimm’ fairy tales parts of a literary work as a case study.

A New Era of Exam Cheating: The Use of ChatGPT and the Rise of Academic Dishonesty

Zakia DJEBBARI — 2025-12-10

Artificial Intelligence (AI) has already made waves in various sectors, and its role in education is expanding rapidly. AI tools offer a range of benefits, including personalization, real-time feedback, and scalability, which can improve the efficiency and effectiveness of language learning. In recent years, AI tools like ChatGPT have transformed how people access information, solve problems, and even engage in creative endeavours. While these technologies offer immense benefits, they also pose new challenges, particularly in academic settings. One of the most pressing issues is the use of AI to cheat on exams. In this article, we will explore the implications of using ChatGPT as a cheating tool, examine its potential impact on education, and present a case study to highlight how this issue is already affecting academic integrity.

Between Gifted Writers and AI Manipulators

Nour El Imene Rajaa ADNANI — 2025-12-10

Artificial intelligence is now embedded in literary practice, where generative systems support idea formation, narrative drafting, and stylistic experimentation across genres. This article examines how prompt-guided interventions enable a freely accessible language model to generate publishable poems and short narrative prose that are likely to be perceived as original work, thereby complicating the distinction between naturally gifted writers and adept AI manipulators. The analysis investigates the artistic and linguistic decisions that shape stance, diction, cadence, and motif coherence, situating these practices within current debates on authenticity, authorship, and integrity in contemporary literary production. The study also probes generic transformation, cultural relocation, and closure re-engineering as strategies that move beyond paraphrase towards structurally distinct outcomes, illuminating both the subtle gains and the attendant risks of AI-mediated transposition in creative writing. It also considers how such manipulations influence reception and judgement among teachers and readers. It proposes process-based safeguards transparent disclosure, provenance evidence, and assessment designs that reward accountable craft to uphold ethical practice across academic and literary contexts.

The Impact of Social Media Memes on Algerian Youth: A Study of Memes as a New Means of Online Communication

Zineb BENAYAD — 2025-12-10

It has become quite apparent that over the last decade, youngsters have displayed an excessive use of and attachment to social media platforms, preeminently driven by a desire for online connection and interaction. Hence, as virtual communication has notably become more and more embedded in youth’s daily routine, it has paved the way to the onset of a novel form of interaction that is now commonly referred to as memes. By placing Algerian youth at the center of the study, this latter endeavors to unveil the main reason(s) behind the emergence and swift proliferation among this cohort. It also sets out to discern Algerian youngsters’ language preferences when viewing, sharing and/or creating memes online. Additionally, this investigation strives to uncover the linguistic techniques used by digital meme creators, so as to provide us with insights on how they can massively contribute in making these memes become viral among the larger online youth community. The methodological approach chosen for this study, which relied on conducting an online questionnaire and a semi-structured interview, yielded a substantial collection of pertinent data, which ultimately validated the main hypotheses that were postulated at the beginning of this academic inquiry.

Aesthetics and Meaning: A Poetic Comparison of Selected Igbo and Alago Proverbs

Chika Onyashiyiwa Ose-Agbo — 2025-12-10

Proverbs are pivotal in Nigerian society in terms of edifying language and enriching meaning in human communication. However, the neglect or inadequate research on minority literatures have created a wide gap particularly in paremiological studies between the major and minority Nigerian cultures. This paper, therefore is an attempt at inclusiveness; it draws attention to the proverbs of one of Nigeria 's 'minority'' and less researched culture. It explores the aesthetics, literariness and poetic values of Alago proverbs by comparing it with one of Nigeria's 'major's and vastly researched proverblore - the Igbo proverb. This study observes that Alago proverb is replete with poetic devices such as simile, metaphor, symbolism, personification, alliteration, paradox, etc., Other areas of similarities include thematic preoccupation, functions, use of images and syntactic construction; this affinity in thought pattern, expression and experience is explained by Carl Jung's "Collective unconscious ". This ethnographic oriented research adopts the structural approach and incorporates an admixture of methodological techniques such as interviews, participant observation and review of available literature. This study identifies Alago language and literature as viable for further scholarship. This paper will contribute to the reservoir of literature on minority cultures. It will also contribute towards bridging the gap in paremiological studies between the majority and minority cultures in Nigeria.

Hindrances in Master Thesis Projects: An Exploratory Study at the Department of English - University of Tlemcen

Fatima Zohra BELKHIR — 2025-12-10

While research is an indispensable part of university student learning, little attention has been given to why researchers, including Master students’ thesis projects are not progressing favourably. The present study endeavours to find out the challenges students face when conducting thesis projects for the fulfillment of their Master Degree in the Department of English of the University of Tlemcen. Data were collected using group discussions with five students. The results show that there are five problematic areas as regards undergraduate thesis projects challenges. These are student motivation; student-supervisor relationships, skills and knowledge; student’s workload; and resources and ICT tools. Seeing that these areas are multifaceted, further research should focus on the complexity of these issues to give a general picture on why students have experienced those problematic areas while carrying out their research works.

Television Media Language in Algeria: A Theoretical and Descriptive Study of its Levels and Characteristics

Radouane BELKHIRI — 2025-12-10

The rapid evolution of modern communication technologies has profoundly reshaped media production and audience interaction. In particular, television has emerged as a dominant audiovisual medium capable of merging image, sound, and movement into dynamic linguistic expressions. This paper aims to explore the nature of television media language in Algeria, focusing on its levels and characteristics as a hybrid linguistic system that operates between classical Arabic and colloquial speech. Adopting a theoretical-descriptive approach, the study analyzes how linguistic choices in television discourse reflect sociocultural realities and communicative needs. It also illustrates, through selected examples from Algerian TV broadcasts, how television employs a “middle language” that balances clarity, accessibility, and expressive power. The paper contributes to the field of media linguistics by offering a structured framework for understanding the evolution, functions, and sociolinguistic implications of television language in Arabic-speaking contexts.

A Critical Reflection on The Linguistic Levels in Communicative Systems

Belkacem BOUABDESSELAM — 2025-12-10

To say that communication serves as a cosmic force that bounds people together in a social is to utter a truism. In fact, we cannot imagine a process other than communication through with people manage to establish relationships, know others, and get in touch with the outside world. Respectively, communicative systems here will lead us to probe into the various interpretation and linguistic paradigms the term many have. The fact that this research concentrates on two major segments: The first one goes on the tittle of frameworks in communication aspects and serves the purpose of introducing interaction and transaction that are our designed syllabus to study communication by means of language. The second holds the fundamental levels in communicative systems and explains how language should work in order to reflect its effectiveness on communication.

Raising Youth Awareness to Counter Globalization: A Goal to Preserve Identity

Ouardia GALLEZE — 2025-12-10

Today, we live in an era full of contradictions and surprises that do not last, nor do they settle into any permanent state. This is evident through the various developments that have produced a new economic, political, media, and cultural concept known as globalization. It is a term that has exhausted many, astonished some, and frightened weaker nations due to its magnitude and diverse manifestations. Globalization has made the world open to all and includes several concepts such as universality, globalism, and the new world order. Globalization, in its new form, originates from the United States, hence some call it "Americanization." Globalization has multiple facets, including the globalization of communication, information, media, economic exchanges, financial trade, cultures, religions, ideas, policies, systems, laws, scientific and technical standards, ecological interactions, and security and military strategies. We are in a flood of information that cannot be understood in a unilateral way.

Pasado realidad y perspectivas sobre de las relaciones políticas y culturales hispano-argelinas: aproximación histórica

Khadidja ALI RAHMANI — 2025-12-10

ABSTRACT: Spanish-Algerian relations went through many periods of intensity. Between wars and peaces, we notice endless reflections on the how and why of things through academic research on political history and the problem of identity. We intend to highlight the outstanding periods of the common history between Algeria and Spain and define how the dominance of Spanish supports to reach the total history. To this end, we are concerned To know which periods of bilateral history enjoyed the greatest research interest? What is the exploration of information for each central theme? And to get to the truth, what kind of documentation should be used? And finally, regardless of the obvious use of Arabic and Spanish for Algerian Hispanists, will other languages be needed to know more about history/civilization?

Resumen: Las relaciones hispano-argelinas pasaron por muchos periodos de intensidad. Entre guerras y paces, notamos un sinfín de reflexiones sobre el cómo y el porqué de las cosas a través de investigaciones académicas en materia de historia política y el problema identitatario. Pretendemos destacar los periodos sobresalientes de la historia común entre Argelia y España y definir cómo el dominio del español apoya para llegar a la historia total. Para tal efecto nos preocupa saber ¿qué periodos de la historia bilateral disfrutaron de mayor interés investigativo? ¿En qué consiste la exploración de la información para cada tema central? y para llegar a la verdad ¿qué tipo de documentación se debe usar? Y para acabar, independientemente del obvio uso del árabe y el español para los hispanistas argelinos ¿se necesitarán otras lenguas para saber más de historia/civilización?

Integración del podcast en la enseñanza del oral: una experiencia didáctica en el aula de ELE

Soumeya BENTATA — 2025-12-10

ABSTRACT: Today, resources based on information and communication technologies (ICT) play a fundamental role in the teaching and learning process, as learners are increasingly familiar with the diversity of materials offered by teachers. New technologies offer numerous possibilities that promote effective learning, especially when it comes to a skill as important as oral expression. In this regard, podcasts are an innovative teaching tool that allows for the development of oral production and comprehension in a dynamic and motivating way. Thanks to their flexible use, podcasts facilitate both the presentation and creation of students' own oral content, thus contributing to the improvement of fluency, pronunciation and communicative autonomy. To this end, this study presents the use of podcasts in oral classes with first-year university students. We adopted an action research methodology, which allowed us to apply the use of podcasts in the classroom in order to observe their effects on the development of oral competence and reflect on the teaching processes involved.

RESUMEN: Hoy en día, los recursos basados en tecnologías de la información y la comunicación (TIC) desempeñan un papel fundamental en el proceso de enseñanza y aprendizaje, ya que los aprendices, cada vez más, están familiarizados con la diversidad de materiales propuestos por los docentes. Las nuevas tecnologías ofrecen numerosas posibilidades que favorecen la efectividad del aprendizaje, especialmente cuando se trata de una competencia de gran importancia como la expresión oral. En este sentido, el podcast se presenta como una herramienta pedagógica innovadora que permite el desarrollo de la producción y la comprensión oral de manera dinámica y motivadora. Gracias a su uso flexible, el podcast facilita tanto la exposición y la creación de contenidos orales propios de los estudiantes, contribuyendo así a la mejora de la fluidez, la pronunciación y la autonomía comunicativa. Para ello, este estudio presenta el uso del podcast en la clase del oral con estudiantes de primer curso universitario, hemos adoptado una metodología de investigación-acción, que permitió aplicar el uso del podcast en el aula con el fin de observar sus efectos en el desarrollo de la competencia oral y reflexionar sobre los procesos didácticos implicados.

Il Plurilinguismo e il linguaggio ibrido nelle opere degli scrittori migranti contemporanei, Analisi del romanzo “ Divorzio all’islamica a Viale Marconi” di Amara Lakhous . ‘Uno studio stilistico - linguistico’

Kawthar FARHI — 2025-12-10

ABSTRACT: The aim of this article is to study the concept of plurilingualism, and hybrid language (Crossbred Language) in which is born through the fusion of two languages of origin. These phenomena are present in many works of contemporary immigration literature and have been described and examined in multiple studies. I would like to contribute more precisely to the stylistic and linguistic analysis of the novel "Divorzio all’islamica a Viale Marconi" (2010) by the Italian-Algerian writer "Amara Lakhous" emphasizing the style, the writing and the author’s language in creating a multilingual and multicultural identity. My analysis initially aims to illustrate how 'Amara Lakhous' contributes to the renewal of the Italian linguistic imagination. Therefore, to write this article, I first focus on the notion of hybridity and linguistic interference to show the realisation of this concept in the work of 'Amara Lakhous’. From a linguistic and stylistic study of the corpus of the novel, my research provides a deeper understanding of the forms of linguistic hybridization present in the work, in which these forms add value to both the linguistic and literary creation of the writer and his literary production.

RIASSUNTO: L’obiettivo di questo articolo è quello di studiare il concetto del plurilinguismo e del mistilinguismo in cui quest’ultimo è un linguaggio ibrido (meticcio linguistico), nasce attraverso la fusione di due lingue di origine. Questi fenomeni sono presenti in molte opere della letteratura dell’immigrazione contemporanea e sono stati descritti ed esaminati in molteplici studi . Vorrei contribuire più precisamente all'analisi stilistica e linguistica del romanzo “Divorzio all’islamica a Viale Marconi” (2010) dello scrittore italo-algerino “Amara Lakhous” sottolineando lo stile , la scrittura e il linguaggio dell'autore nella creazione di un'identità plurilingue e multiculturale . Il mio studio evidenzia come “Amara Lakhous” rinnova la lingua italiana attraverso il suo immaginario linguistico. Quindi , per scrivere questo articolo, mi concentro innanzitutto sulla nozione di ibridità e interferenza linguistica per mostrare la realizzazione di questo concetto nell’opera di “Amara Lakhous”. Da uno studio linguistico e stilistico del corpus del romanzo, la mia ricerca fornisce una più profonda comprensione delle forme di ibridazione linguistica presenti nell'opera , nel quale queste forme aggiungono valore alla creazione sia linguistica che letteraria dello scrittore e la sua produzione letteraria.

The Translation Market in Algeria: From Arabic into Other Languages — Reality and Prospects

Ghania TOUMI — 2025-12-10

This research paper seeks to study the process of translation work in Algeria, within what is known as the translation market, which is witnessing a great recession, especially in the field of literary export, and the presentation of Algerian creative products to the other bank, and by following the descriptive approach and the mechanism of analysis, the study concluded the need to strengthen and improve translation, especially from the Arabic language to others, to rise the shares of the Arabic language and its literary products in the global language market, and the development of the supply and promotion of its goods with international specifications, and that the linguistic commodity that has no market loses its value, and ceases to be linguistic capital, and turns into just a purely linguistic production capacity, and it requires greater efforts to display it in the global language market so that translation exercises the act of transmitting civilization, thought, culture and creativity to the other bank, It is even a leader as an effective tool in the language market.

Gender-Based Feminist Criticism and the Propositions of Postcolonial Theory

Aicha BOUHANNACHE — 2025-12-10

This paper attempts to discuss issues raised by post-colonial feminist criticism through Adopting gender as an affair to talk about women's history and their role in resisting colonialism alongside men Gayatri Spivak perspective through our attempt to identify and understand the cognitive intersection of feminism Post-colonial theoretical arguments such as domination, hégémony, degradation, race, marginalization, East West... " How Third World Women Used This Theory In order to dismantle dual masculinity/femininity, white women/black women, understanding and reading roles Gender for Women in Male History, Also Adopted as an Affair by Third World Feminist To criticize gendered stereo typical roles and to miss their active roles in the thinking of the pioneers of this same theory Examples: Franz Fanon, Edward Said... and others.

The Presence of “The Cliché” In The Oral Narrative

Chouaib ZIAD — 2025-12-10

The Presence of “the cliché” in the oral narrative performance, a pragmatic approach Discourses almost share a stylistic characteristic known as the cliché, or what is called in our heritage "stereotype", and it is a linguistic component that is constantly recurring in the speaking pattern, which has made scholars pay attention to its nature and the functions it performs, bypassing the idea of superficial repetition. In this regard, my intervention entitled “The Presence of The Cliché in the Oral Narrative Performance, a Pragmatic Approach", which is an attempt to approach 'the reproduced' conceptually and the interest it has witnessed in Western and Arabic studies, addresses examples of it within the oral narrative performance, based on a problem that examines the reality of this sign or repeated signs, as well as the verbal dimensions and intellectual and philosophical visions that open up to it.