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Amazigh Language Teaching in The Maghreb
Edited by : Fatima Agnaou
2010 / Issue 25-26

Fatima Agnaou
Introduction

F. AGNAOU and A. BOUKOUS
title 

N. ABROUS
title

M. IMARAZENE
title

A. EL AISSATI 
title

M. ENNAJI
title

F. SADIQI
title


B. ICHOU
title


A. KASSI 
title


F.SAA
title

 
 
TITLE
F. AGNAOU and A. BOUKOUS

Abstract

    F. AGNAOU and A. BOUKOUS put forward a systemic approach that analyses educational policy in Morocco. In so doing, they investigate the political, legal and psycho-pedagogical bases of Amazigh teaching, while raising obstacles to its spreading in education.

 
 
TITLE
N. ABROUS

Abstract

    N. ABROUS investigates Amazigh teaching in experimental classes launched in Algeria since 1995 in amazigh-speaking regions. Starting from her experience as a teacher of amazigh in such classes between 1995 and 1998, the author is very insistent on the requirement for a language policy that will offer the conditions for the success of the process of the integration of Amazigh in education. Such conditions concern mainly, the status of the language, legislation, training, and language management. 

 
 
TITLE
M. IMARAZENE

Abstract

     M. IMARAZENE analyses Amazigh teaching situation in Algeria. In so doing, he reports the major advancements linked to the process of the integration of Amazigh in education, namely as regards the number of schools, teachers, and students. The author argues that Amazigh teaching in Algeria has also limitations, because it is restricted to Amazigh-speaking regions only, namely Kabylia where it is taught as an optional subject, and it is not generalized to all schools despite its contribution to the maintenance and the promotion of the language. 

 
 
TITLE
A. EL AISSATI

Abstract

    A. EL AISSATI investigates Amazigh teaching in Morocco within bilingual education theory through the analysis of some international experiences. His aim is to draw from these experiences lessons to conceive and implement an education policy that will ensure effective integration of Amazigh in the Moroccan educational system.

 
 
TITLE
M. ENNAJI

Abstract

    M. ENNAJI describes the general context within which Amazigh is being taught in the Maghreb with a focus on Morocco. According to the author, this context is locally marked by favourable factors at the political, socio-cultural and academic levels in addition to positive representations and attitudes. The author argues that human rights and democratisation, which are linked to globalisation, constitute favourable factors to the promotion of Amazigh teaching.

 
  
TITLE
F. SADIQI

Abstract

     F. SADIQI deals with Amazigh teaching in five sections. She describes the sociolinguistic attributes of the Amazigh language, explains the socio-political context where it has been implemented in education, highlights progress and regress in terms of Amazigh teaching in Morocco, and suggests ways to ameliorate the situation.

 
 
TITLE
B. ICHOU

Abstract

B. ICHOU analyses the discrepancy between the Ministry of Education’s project to spread Amazigh teaching in all Moroccan schools to both its speakers and non speakers and the measures undertaken to realize such a project. To reduce the gap between what is projected and what is realized, the author recommends some solutions in terms of congruence between vision, strategic planning, and implementation.

 
 
TITLE
A. KASSI

Abstract

    A. KASSI highlights the impact of inspectors’ training in the quality of teaching in general. Based on the results of fieldwork he did among primary school inspectors in Morocco, the author reveals that his subjects show significant deficiency as to their skills and knowledge of the language and its teaching methodologies, a situation that is prejiduciable to the quality of Amazigh teaching.

 
  
TITLE
F.SAA

Abstract

    F.SAA’s article focuses on Amazigh studies at the Moroccan universities, especially at Fès University, where this kind of major is popular despite the lack of infrastructure and experts and professors in the field.