Language Policies, Practices, and Ideologies in Algerian Primary Education

Cherifi, Amira (2024) Language Policies, Practices, and Ideologies in Algerian Primary Education. Doctoral thesis (PhD), Manchester Metropolitan University.

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Abstract

This doctoral thesis investigates primary language-in-education policies in the diglossic multilingual Algerian context, with its multi-layered and complex nature. The research first explores the Algerian primary macro-level language-in-education policies created by key policymakers using a discursive approach to language policy (Barakos & Unger, 2016) analysis of the language-in-education policy texts collected from various legislative governmental documents from 2000 to 2022. At the same time, the research investigates, through qualitative interviews, how various meso-level (inspectors) and micro-level (teachers, and parents) language-in-education policy agents from two different urban environments (Tlemcen and Oran) implement, negotiate, and possibly reject such macro-level language-in-education policies and develop their ideologies and practices. Therefore, the decisions shaping macro-level language-in-education policies are explored in addition to the views, attitudes, ideologies, and practices exercised at the meso and micro-levels of the language-in-education policies. Finally, the various levels of language-in-education policies are cross-analysed thematically to investigate any disparities and discrepancies across the levels. The analysis of the various datasets has revealed discrepancies between the various levels of analysis. The study demonstrates that despite the hegemony of the standard language ideology (Lippi-Green, 1997; Milroy & Milroy, 1999; Milroy, 2001; Vogl, 2012, 2017; McLelland, 2021) among all the levels of the primary language-in-education policies when it comes to Modern Standard Arabic due to its symbolic religious values, Darja (the mother tongue of the majority of Algerians) is still a common practice in the classroom at the micro-level. This is due to the challenges that the diglossic nature of the Algerian context is posing in learning literacy in and through Modern Standard Arabic. Such challenges increase due to many primary language-in-education policies, particularly an overloaded curriculum and a lack of an adequate teacher training. Furthermore, the data reveals disparities between the perception of French as a resource (Ruiz, 2010) for better education and career prospects, and the perception of French as an imperialist language (Phillipson, 2009; Canagarajah & Ben Said, 2011). Due to the latter perception, the participants favour the introduction of English into primary education since it is viewed as a more resourceful language and a language with no colonial baggage in Algeria. Finally, the macro-level official status granted to Tamazight and its teaching in primary education is rejected by most of the micro and meso-level language-in-education policy agents, due to the perception of the Tamazight as a dialect that is less resourceful in terms of communication, education, and the job market.