معارف
Volume 21, Numéro 1, Pages 729-743
2026-06-30
Aselmed N Tmaziɣt Di Tubiret Zdat N Umgared N Tutlayt N Yinelmaden
Auteurs : Aissaoui Hassiba .
Résumé
Agzul Deffir n usunded n uqrab (1994-1995) i yesḥebsen aḥric n usegmi di tmurt n Leqbayel, aselmed n tutlayt tamaziɣt yessaweḍ yennerna s waṭas, ladɣa deg twilayin n Tizi Wezzu, Bgayet d Tubiret. Deg umagrad-agi nteɣ, ad d-newwi ɣef yisteqsiyen-a i d-iteddun, yeqqnen srid ɣer tulmisin n temnaḍin i yesdukklen inelmaden yessawalen taɛrabt d wid yessawalen tamaziɣt deg yiwen n uɣerbaz ula deg yiwet n tneɣrit : D acu-t wudem n uselmed n tutlayt tamaziɣt di Tubiret sdat n umgarad asnilasan n yinelmaden? Amek i d-ttmagaren yiselmaden amgarad-a asnilasan n yinelmaden (tutlayin tiyemmatin yemgaraden) ? D acu-tent tɣariwin n wallalen isegmanen d isnalmudanen i yettwaseqdacen i uselmed n tutlayt-a ? Ilmend n waya, nefren yiwet n tarrayt yebnan ɣef tannayt (asiked) akked yidiwenniyen i nexdem d yiselmaden n yiwen n uɣerbaz deg yiwet n temnaḍt n twilayt n Tubiret, anda dduklen sin n yiswiren-a isnilasanen. Tirmit i nesɛa yakan deg uselmed n tmaziɣt, nezmer daɣen ad tt-nesseqdec i wakken ad nesseǧhed yis-s tiwizi-nneɣ deg leqdic-a. Abstract Following the 'School Bag Strike' (1994-1995), which paralyzed the education sector in Kabylie, the teaching of the Amazigh language was considerably strengthened, particularly in the wilayas of Tizi-Ouzou, Bejaia, and Bouira. In this paper, we will address the following questions, all of which are closely linked to the specificities of regions where Arabic-speaking and Berber-speaking learners are grouped together within the same schools and classrooms: What is the nature of Amazigh language teaching? How do teachers cope with this linguistic heterogeneity among learners (different mother tongues)? What are the qualities of the pedagogical and didactic materials used to teach this language? To this end, we have adopted a methodology based on observation and interviews conducted with teachers at a school in the Bouira wilaya, where both linguistic registers coexist. The author’s previous experience as a Tamazight teacher will also be drawn upon to support and strengthen the contribution of this study.
Mots clés
Tutlayt ; tantala ; tamaziɣt ; aselmed ; amgarad asnilasan ; Language ; dialect ; Tamazight ; teaching ; linguistic heterogeneity
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