مقاربة تاريخية و نظرية للواقع اللغوي للطفل الجزائري

Abstract EN

Language is a fundamental dimension of the self and cultural dimensions of identity; which is a link between man's past, present and future; it is also considered a space for my thinking and the tongue that expresses feelings and emotions, and according to Jack Burke, language is not suitable for communication, but for existence.

Through this approach, we try in this article to focus the analysis on the hybrid situation that the learner lives because of the pressure of local dialect systems crowding out the classical Arabic language system.

Where he was diagnosed with the status of the mother longue when the Algerian child through the first three dimensions of respect pairing between the colloquial language and the classical language, the second is bilingualism, while the latter is multilingualism.

By employing the inductive approach, the cognitive overlap between the historical variable was examined represented in the employment of the colloquial in the Algerian school during the colonial era with the theoretical cognitive variable of how the language is acquired, in their interactive relationship between the family and the school, because the verbal environment of the child consists of all the people who surround and communicate with him, and we concluded that in order to preserve the linguistic security of the correct and eloquent Algerian child, investment must be made in the school.