Asinag N° 15

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2. Alou Ag Agouzoum ( Institut Pédagogique Universitaire (IPU) Bamako-Bamako, Mali ), Problématique de l’introduction des langues maternelles dans le système éducatif. L’expérience malienne
This work deals with the experience of Mali in terms of introducing mother tongues (MT) in the educational system. From factual and statistical data it is revealed that Mali made important progress on the ground of inventions concerning National Languages (NL) fromindependence to now, As such, the recordedresults in terms of quality are controversed, The use of NL at school has noy been sufiscientlyfollowed by the promotion of theselanguages, The outcome of thesestudyquestions about the aim of using NL in the Malianeducational system.
 
3. Valeria Argiolas (Univ Aix Marseille, CNRS, IREMAM, Aix-en-Provence), Un état des études sur l’action du substrat/adstrat « libyque » en Sarde : problèmes et méthodes
In the mid-twentieth century the studies conducted Paleontologia sardoafricana on the linguistic influence of the so-called “Mediterranean substrate” had some visibility, especially in romance linguistics. Yet a problematic concerning the methodology applied by most of the substrate etymologists soon became apparent: the correspondences were not supported by phonetic rules, so their approach was considered to some extent to be lacking scientific rigour. In this respect, Terracini, Bertoldi, Wagner, Hubschmid and Serra could develop their own analysis upon the action of an ancient state of the Berber languages on the spoken Latin of Sardinia, together with a reflexion on the boundaries of their work.
 
4. Fatima Chibli et Karim Bensoukas ( Université Mohammed V de Rabat, Faculté des Lettres et des Sciences Humaines), Assimilation des coronales, épenthèse et spirantisation en tamazight (parler des Ayt Sgougou)
This paper deals with a progressive, total assimilation process in the Tamazight dialect of Ayt Sgougou. Two aspects of the process, which involves coronal consonants only, are examined within Optimality Theory: sonorant-stop assimilation, triggered by l and n and sonorant-sonorant assimilation, triggered by r and l. Various faithfulness constraints are at play, most of which are dominated by ASSIM(ilation). The process interacts closely with ə-epenthesis and spirantization. Underapplication of ə-epenthesis feeds assimilation, and underapplication of assimilation feeds spirantization, which creates a certain
degree of opacity.
 
This article deals with the synthesis of the passive in Amazigh, focusing mainly on the morpheme arrangement possibilities and their morphological behavior in the framework of compatibility and combinability of monemes in the passive form. The derivation of passive synthesis affects the different verbal types and is carried out from a simple basis or (over-)derived around which are formed other forms with different values. It is done by adding a prefix which brings, among other things, to the starting verbal base a change at the semantic and structural level. In what follows, we will deal with passive derivational morphemes, their distribution and behavior within the passive form obtained from a simple, derived and over-derived base.
 
6. Larbi Moumouch ( Université Sidi Med Ben abdellah, Fès- Sais), Litterature et enseignement : quelle litterature amazighe enseigner ?
To talk about teaching literature raises myriads of questions and problems. These are posed with even more acuity for a language with an oral tradition, recently integrated in the educational system. However, it will certainly but benefit a great deal from the debates and experiences relative to the teaching of literature or the literary text. If the present communication questions the place of the Amazigh literature in the textbook of this language, it raises as a theoretical question the identity of this literature that we aspire to make teachable. Is it about teaching oral literature, its genres and forms or the neo-literature that has developed and gained ground lately? If the first is inconceivable without the constituent elements of its performance, the teaching of the second one is no less problematic with its delimitation, the choice of the texts and authors, the approaches, the objectives and competencies to develop without mentioning the heavy constraints that would have an impact on the elaboration of a new device likely to provide a place to the literary fact.
 
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