Tamazight in the Algerian School: Attitudes of Learners and Teachers

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Outline:

General Introduction
Chapter One
1.1 Introduction
1.2 Etymology of ‘Berber’ and ‘Amazigh’
1.2.1 Berber
1.2.2 Amazigh
1.3 Berbers
1.4 Origin of Berbers
1.5 Linguistic System of Tamazight
1.6 The Linguistic Situation in Algeria
1.6.1 Arabic
1.6.1.1 Modern Standard Arabic (MSA)
1.6.1.2 Algerian Arabic
1.6.2 French
1.6.3 Berber (Tamazight)
1.7 Some language Contact Phenomena in Algeria
1.7.1 Diglossia
1.7.2 Bilingualism
1.7.3 Code-Switching
1.7.4 Borrowing
1.7.5 Trilingualism or Multilingualalism
1.8 Language Planning and Policy
1.8.1 Language Planning Defined
1.8.2 The Activities of Language Planning
1.8.2.1 Status Planning
1.8.2.2 Corpus Planning
1.8.2.3 Acquisition Planning
1.8.2.4 Prestige Planning
1.9 National Language and Official Language
1.10 Language Planning and Policy in Algeria
1.11 Tamazight in the Algerian Educational System
1.12 Attitude
1.12.1 Attitude Structure
1.12.2 Attitude Change and Persuasion
1.12.3 Language Attitude
1.13 Conclusion
Chapter Two
2.1 Introduction
2.2 Methodological Overview
2.2.1 Research Design
2.2.2 Research Approaches
2.2.3 Setting
2.2.4 Subjects
2.2.4.1 Learners’ Profile
2.2.4.2 Teachers’ profile
2.2.5 Research’ Instruments
2.2.5.1 Questionnaire
2.2.5.2 Interview
2.3 Data Analysis
2.3.1 Learners’ Questionnaire Results
2.3.2 Teachers’ Interview Results
2.4 Discussion of the Main Results
2.5 Conclusion
General Conclusion
Bibliography

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