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Language Shift Or Maintenance in Tamazight: a Sociolinguistic Study

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Language Shift Or Maintenance in Tamazight: a Sociolinguistic Study Language shift or maintenance in Tamazight: A sociolinguistic study of Chaouia in Batna, Algeria. Siham Rouabah A thesis submitted for the degree of Doctor of Philosophy Department of Language and Linguistics University of Essex August 2020 P a g e | ii Acknowledgement To my supervisor Professor Peter L Patrick, I owe my deepest gratitude. Without Peter’s insightful feedback, solid advice and guidance, patience and support at all levels, I would have not made it. Peter taught me the skills to be able to undertake this research, whether in courses of language rights or sociolinguistics and fundamentals of methodological training, as well as supported me in my own teaching endeavours as a GTA. Everything that I have learnt at Essex started with Peter, even introducing me to the first Tamazight speaker, Prof. Abdellah Salhi, who was very supportive. I thank Prof. Enam Al-Wer and Dr. Uri Horesh from whom I benefited greatly from their valuable academic expertise and passionate dedication for Arabic sociolinguistics. Their exceptional encouragement and valuable comments on my work at the early stages largely contributed to shaping its final content. I also thank Dr. Vineeta Chand for her stimulating suggestions and guidance, and Dr. Ella Jeffries and Dr. Hannah Gibson for their support in the supervisory boards, and Prof. Monika Schmid for her statistical advice. I also express my special thanks to members of the Arabic Sociolinguistics Research Group, especially Sara Al-Sheyadi, Wisam Alshawi, and Mohammed Al-Rohili. Sara was an inspiration and never ceased to support and help throughout my PhD journey. Similarly, I thank Prof. Colin Samson for his thought-provoking course on colonialism and human rights. I am deeply humbled by the great support of Prof. Colin H Williams, his invaluable advice and brilliant insights into my work. I am eternally grateful. I very much thank my participants.You made this study possible! Tanemmirt. Particular thanks to Yazid Bouhanaf for his support, Djamel Nahali for orientation, and Farid Chaira for all advice and help. I also thank all my friends, too numerous to name, whose moral support was indispensable. I am indebted to my parents and siblings for all the support and love. Through peaks and valleys, they encouraged me to pursue my academic career and were very patient with my fieldwork trips and everlasting questions. I dedicate this simple work to my dearest late aunt, the encyclopedia of Chaouia folklore and art, Miryama! وهلل الحمد كله P a g e | iii Abstract This work is a sociolinguistic study of Chaouias in Batna, the second largest Berber group in Algeria. It examines language choice and use in three understudied communities in the plains of Aurès. It takes a multidisciplinary approach built on sociolinguistic and sociological theories to examine the role of history, language attitudes, language policies, capital, and social networks in directing the process of language shift from Chaouia, a variety of Tamazight, to Algerian Arabic. Quantitative and ethnographic methods were employed to collect data. I used 304 questionnaires and 49 interviews, along with a social network survey and participant observation, to explore the dynamics of language use and discuss the mechanisms underlying the changing practices and attitudes of Chaouias at home, school and among friendship networks. The study concludes that the community is undergoing a shift in progress. Statistical analysis indicates that age, gender and region are significant in the decline of Chaouia and increased use of Algerian Arabic. Gender, however, seems to have a more salient impact in the inter- and intra-generational transmission of the language at home. Similarly, the social attributes of the speakers provide more explanation to language shift than their relations and the density of their networks. The qualitative analysis, on the other hand, reveals the declining symbolic capital of Chaouia, with the rapid increase of Algerian Arabic as an index of mobility, nationalism, religious and ethnic identity through state schools. Despite some positive attitudes towards Chaouia and multilingualism in general, the majority of respondents are not in favour of transmitting the language or teaching it at school. The findings, moreover, demonstrate that language practices at home, school, or among friendship circles feed into each other and legitimate the policies of each domain. Keywords: Chaouia, Tamazight, Algerian Arabic, language shift, social networks, home, school, language policy, language attitudes, capital, identity, domain, Berber. P a g e | iv Content Acknowledgement .......................................................................................................................... ii Abstract .......................................................................................................................................... iii Content ........................................................................................................................................... iv List of tables .................................................................................................................................. ix List of figures ................................................................................................................................. xi List of maps ................................................................................................................................... xi Abbreviations ................................................................................................................................ xii Chapter 1: Introduction ...............................................................................................................1 1.1 Language contact and language shift ........................................................................1 1.2 Relevance of the study ..............................................................................................3 1.3 Research questions ....................................................................................................6 1.4 Structure of the thesis ................................................................................................7 1.5 Note on terminology .................................................................................................9 1.6 Note on transcription ...............................................................................................10 Chapter 2: Historical Profile of Algeria and the Speech Community ...................................12 2.1 Introduction .............................................................................................................12 2.2 Colonised (Berber) Algeria .....................................................................................12 2.3 French Algeria (1830-1962) ....................................................................................14 2.4 Post-independent Algeria ........................................................................................16 2.5 The linguistic profile and language planning ..........................................................17 2.5.1 Standard Arabic (SA) ..............................................................................................17 2.5.2 Algerian Arabic (AA) .............................................................................................18 2.5.3 French and English ..................................................................................................19 2.5.4 Berber ......................................................................................................................19 2.5.5 Berber movement ....................................................................................................22 2.6 Teaching Tamazight in Algeria: between choice and ideology ..............................30 P a g e | v 2.6.1 Script .......................................................................................................................30 2.6.2 Pedagogical restrictions ..........................................................................................31 2.7 Aurès .......................................................................................................................33 2.7.1 Brief overview .........................................................................................................33 2.7.2 Sociolinguistic sketch .............................................................................................34 2.7.3 Chaouia Myth ..........................................................................................................35 2.8 The speech community of the study .......................................................................37 2.8.1 Keshida ....................................................................................................................39 2.8.2 Merouana ................................................................................................................40 2.8.3 Ouled Sellam ...........................................................................................................41 2.9 Conclusion ..............................................................................................................42 Chapter 3: Literature Review....................................................................................................44 3.1 Introduction .............................................................................................................44
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