مجلة البحوث التربوية والتعليمية
Volume 15, Numéro 1, Pages 85-98
2026-06-12
Linking Identity To Modernity: A Comparative Study Of Mother Tongue Curricula In Algeria, France And Germany Using The Bereday Model
Authors : Souad Haid . Lakhdar Lakehal .
Abstract
This study employs George Bereday’s four-stage model (description, explanation, comparison, and juxtaposition) to analyze mother tongue curricula in Algeria, France, and Germany. The research highlights that while all three countries view the mother tongue as a cornerstone of cognitive development and national identity, their educational approaches differ significantly due to their distinct historical and cultural contexts. The European models in France and Germany emphasize digitalization, learner autonomy, and the functional use of language across all subjects. In contrast, the Algerian curriculum places a strong emphasis on moral values and linguistic proficiency but lacks sufficient technological integration and practical application. The study concludes that Algeria needs a qualitative reform, not through blind imitation, but through “intelligent inspiration.” The proposed project calls for a shift from rote memorization to a modern curriculum that treats Arabic as a living tool for critical thinking, supported by a digital infrastructure and diverse literary texts that bridge tradition and modernity
Keywords
Keywords: Bereday Model; Comparative Education; Mother Tongue Curricula; Educational Reform; Algerian Education System
Les articles similaires
Bouzidi Zohra
.
Debabi Boubakeur
.
pages 87-94.
العنزي علي
.
الجوابرة باسم
.
ص 103-118.
Souad Haid
.
Lakhel Lakhder
.
pages 339-360.
