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Download (9MB) https://theses.gla.ac.uk/ Theses Digitisation: https://www.gla.ac.uk/myglasgow/research/enlighten/theses/digitisation/ This is a digitised version of the original print thesis. Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] I THE RELATION OF FRENCH AND ENGLISH AS FOREIGN LANGUAGES IN ALGERIA MOURAD ALLAOUA Submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy Department of English Language University of Glasgow May 1990 ProQuest Number: 11007336 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11007336 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 II SUMMARY In 1962, the call for Independence in Algeria was accompanied by the proclamation of Classical Arabic as the national language of the new Algerian nation. The French language was maintained for several reasons. Firstly, Algeria needed a prestige language like French for its worldwide communication. Secondly, a considerable number of Algerian teachers and professionals were already trained in French. Thirdly, French cooperation was needed to ensure continuity in education. After more than twenty five years of Independence, Algerian professionals, scientists and scholars who aspire to the world of science and technology soon discovered that today's password is generally English. French, one of the great languages of science over the centuries, has suffered an obvious decline in the global international arena. New elements appear to have set the Algerian linguistic scene for substantive changes. The future of French as a scientific language is inextricably bound up with what happens internationally. This point came through loud and clear in the opinions and views expressed by informants who took part in this research. The questions one might ask here are: can a language like French which is declining as a scientific language retain ground in Algeria which needs to acquire western science and technology (almost always handled in English) for its economic development? Are educated Algerians changing their attitudes towards French? Is there an undercurrent in favour of English? The purpose of this study is to answer these questions by examining the conflicts over national language planning, by analysing how the policy of Arabization affected in the long term the status of French in Algeria and how educated Algerians react to the use of French and English. It is also our task here to discuss the sociolinguistic issues related to the maintenance of French and the possibility of a shift towards English. Ill DECLARATION This thesis has not been submitted for a Degree at any other University. The work herein has been carried out by the author and is being made public for the first time. IV ACKNOWLEDGEMENTS I wish to express my deepest gratitude to my supervisor, Dr. M.K.C. MacMahon for his support and direction. His sharp criticism went to the heart of the theoretical and practical issues dealt with in this study. A great debt is owed to him for his patience and encouragement. He has been my greatest source of inspiration. I wish to thank Mrs McRobb, Secretary of the Department of English Language for her assistance and caring attitude. Her friendliness has made it a pleasure for me to enter the department. I would like to thank C.A. Hutchinson for typing this thesis. Her continuous efforts and persistence made the typing of this thesis possible. Without her courageous willingness, this would have never been possible. I would like to thank Azzedine Dellalou for his precious help in the setting up of the tables. Many thanks also goes to Djamel Hellala and Ali Arar for their advice and help in the statistical interpretation of the data. I would like to thank Mohamed Bouchikhi from the O.N.S. for the help and assistance he provided in the technical organization of the survey. His enthusiasm, expertise and experience guided me throughout the whole operation. I am also grateful to all Algerian pupils, students, teachers and cadres who contributed in this work. I must thank all the Algerian educational authorities and other officials in the tourist, industrial and technological sector who have shown interest in my work and kindly granted me permission to conduct my work. Many thanks also go to C.A. Sutherland for helping out in the final editing of the thesis (and whose moral support is highly appreciated here). V TABLE OF CONTENTS Page No. INTRODUCTORY NOTE 1 CHAPTER ONE : THE LINGUISTIC SITUATION IN ALGERIA 7 INTRODUCTION 8 1. LANGUAGES OF ALGERIA 1.1 Arabic 9 1.1.1 Algerian Spoken Arabic 12 1.1.2 Classical Arabic 15 1.2 Berber 17 1.3 French 18 1.3.1 De-Arabization and Frenchification of Algeria 21 1.3.2 The Sociolinguistic Impact of French on Algerian Society 23 2. BILINGUALISM/MULTILINGUALISM IN ALGERIA 2.1 Berber/Algerian Spoken Arabic 35 2.2 Algerian Spoken Arabic/Spanish 36 2.3 Classical Arabic/French 42 2.4 The Golden Age of French 43 3. THE IMPACT OF ARABIZATION POLICY ON FRENCH 3.1 Arabization in the 60's 50 3.2 Arabization in the 70's 54 3.3 The Retreat of French 71 VI Page No. 4. ENGLISH 86 4.1 Ecole Fondamentale 86 4.2 Education Secondaire 86 4.3 Higher Education 86 4.4 I.N.E.L.E.C. 90 4.5 I.A.P. 90 4.6 I.T.O. 90 4.7 C.I.T.A.M. 91 4.8 British Council 91 4.9 The American Cultural Center 91 Summary Discussion 94 CHAPTER TWO : FOREIGN LANGUAGE USE AND PREFERENCES IN ALGERIA INTRODUCTION 98 1. RESEARCH METHODOLOGY 102 1.1 Sample Survey 102 1.2 Description of the Sample 105 1.3 Selection of the Sample 114 1.3..1 Selection of the Wilayates 117 1.3.,2 Selection of Schools, High Schools and University Departments 117 1.3..3 Other Institutions 119 1.4 Questionnaire 120 1.5 Methodology of Statistical Analysis 124 1.5.1 SPSSX 125 1.5.2 Classification of Participants in Terms of age 125 VII Page No 1.5.3 Classification of participants in terms of occupation 129 1.5.4 Re-grouping of the variable 'language' in Question 1A, IB and 1C 131 1.5.5 Re-grouping of the variable 'language' in Question 2 132 1.5.6 Re-grouping of the variable 'language' in Question 3 133 1.5.7 Re-grouping of the variable 'language' in Question 5 134 1.5.8 Re-grouping of the variable 'language' in Question 6 134 2. STATISTICAL ANALYSIS 136 2.1 Question 1 136 2.2 Question 2 167 2.3 Question 3 179 2.4 Question 4 188 2.5 Question 5 197 2.6 Question 6 206 3. GENERAL SUMMARY OF FINDINGS/ DISCUSSION 222 3.1 Foreign Language Use in Algeria 222 3.1.1 In the Scientific Domain (Question 1A) 122 3.1.2 As International Languages (Question IB) 123 3.1.3 As Written Languages 223 3.1.4 Discussion 3.2 Foreign Language Preferences and Shifts 226 3.2.1 Foreign Language Preferences (Question 2) 226 VIII Page No 3.2.2 Foreign Language Preferences (Question 3) 228 3.2.3 Foreign Language Preferences (Question 4) 231 3.2.4 Foreign Language Preferences (Question 5) 231 3.3 Signs of Shift 232 3.3.1 First Sign 232 3.3.2 Second Finding 233 3.3.3 Third Finding 233 3.3.4 Fourth Finding 233 3.3.5 Fifth Finding 234 3.3.6 Sixth Finding 234 3.3.7 Seventh Finding 235 3.3.8 Eighth Finding 235 4. GENERALIZATION OF THE FINDINGS TO THE WHOLE POPULATION 4.1 Confidence Interval 236 4.2 Generalization of the Findings to the Unknown Population (Question 1A) 237 4.3 Generalization of the Findings to the Unknown Proportion (Question IB) 238 4.4. Generalization of the Findings to the Unknown Proportion (Question 1C) 239 4.5 Generalization of the Findings to the Unknown Proportion (Question 2) 240 4.6 Generalization of the Findings to the Unknown Proportion (Question 3) 242 4.7 Generalization of the Findings to the Unknown Proportion (Question 4) 242 4.8 Generalization of the Findings to the Unknown Proportion (Question 5) 243 IX Page No . 4.9 Generalization of the Findings to the Unknown Proportion (Question 6) 244 Conclusion 245 CHAPTER THREE : THE USE OF FRENCH AND ENGLISH IN DIFFERENT DOMAINS INTRODUCTION 251 1. OBJECTIVES AND METHODOLOGY 252 1.1 Interviews 252 1.2 Selection of the Interviewees 253 1.3 Objective 253 1.4 Classification of Interviews 254 2.
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