{"id":59855,"date":"2022-08-15T12:54:11","date_gmt":"2022-08-15T11:54:11","guid":{"rendered":"https:\/\/jazairhope.org\/?p=59855"},"modified":"2022-08-15T18:55:46","modified_gmt":"2022-08-15T17:55:46","slug":"english-or-french-is-that-the-real-question","status":"publish","type":"post","link":"https:\/\/jazairhope.org\/fr\/english-or-french-is-that-the-real-question\/","title":{"rendered":"English or french, is that the real question ?"},"content":{"rendered":"

Depuis l\u2019annonce du pr\u00e9sident TEBBOUNE d\u2019introduire la langue anglaise \u00e0 l\u2019\u00e9cole primaire, la toile s\u2019enflamme et chacun y va de son post, de son commentaire sur cette d\u00e9cision radicale et historique. On s\u2019\u00e9rige en d\u00e9fenseur de la langue fran\u00e7aise historique butin de guerre, en analyste de l\u2019\u00e9cole, en p\u00e9dagogue aguerri aux questions linguistiques et on rappelle \u00e0 notre bon souvenir des linguistes, des sp\u00e9cialistes en \u00e9ducation qui nous ass\u00e8nent que le bilan de l\u2019Ecole alg\u00e9rienne est d\u00e9sastreux, que la langue arabe est la cause de tous les maux, que jamais nos \u00e9l\u00e8ves n\u2019apprendront l\u2019anglais tant qu\u2019ils ne ma\u00eetriseront pas l\u2019arabe. Autant de commentaires que de discours contradictoires.<\/p>\n

D\u2019autres encore s\u2019inqui\u00e8tent de comment peut-on abandonner le fran\u00e7ais\u00a0? cette langue si profond\u00e9ment ancr\u00e9e dans les usages de communication et omnipr\u00e9sentes dans nos institutions et nos universit\u00e9s avec cette crainte sous-jacente de devenir illettr\u00e9 dans son propre pays si elle venait \u00e0 dispara\u00eetre, \u2026<\/p>\n

Le fran\u00e7ais, ce butin de guerre expression consacr\u00e9e par feu Kateb Yacine, rench\u00e9riront d\u2019autres, il faut le pr\u00e9server\u00a0! Kateb Yacine, Mohamed Dib, ont \u00e9crit en fran\u00e7ais avec des sentiments alg\u00e9riens, un patriotisme et un engagement profond\u00e9ment sinc\u00e8res et acquis \u00e0 l\u2019Alg\u00e9rie alg\u00e9rienne. C\u2019est, pour nous, les g\u00e9n\u00e9rations d\u2019apr\u00e8s l\u2019ind\u00e9pendance, ce tr\u00e9sor fa\u00e7onn\u00e9e par eux avec la langue coloniale qui est notre butin et non la langue qu\u2019ils ont utilis\u00e9e..<\/p>\n

Nos illustres \u00e9crivains de l\u2019\u00e9poque coloniale avaient-ils le choix d\u2019\u00e9crire dans une autre langue que le fran\u00e7ais\u00a0?<\/p>\n

Soixante ans apr\u00e8s l\u2019ind\u00e9pendance, la d\u00e9colonisation \u00ab\u00a0linguistique\u00a0\u00bb, culturelle est la plus longue \u00e0 op\u00e9rer car elle dispose d\u2019armes tenaces accroch\u00e9es \u00e0 l\u2019affect, dans une relation d\u2019amour contrari\u00e9e, je t\u2019aime, moi non plus, comme si s\u2019en d\u00e9barrasser allait nous amputer de toute facult\u00e9 de penser.<\/p>\n

Le fran\u00e7ais est-il r\u00e9ellement un butin de guerre ou sommes-nous le butin historique ind\u00e9fectible de la francophonie\u00a0?<\/p><\/blockquote>\n

Dans cet entretien<\/a> accord\u00e9 \u00e0 Jazaihope, Rabeh Benseba analyse la multiplicit\u00e9 des langues omnipr\u00e9sentes dans le paysage linguistique alg\u00e9rien, un paysage qui conna\u00eet des transformations, des mutations naturelles qui surviennent in\u00e9luctablement dans toutes les soci\u00e9t\u00e9s. Cette langue \u00ab\u00a0alg\u00e9rienne\u00a0\u00bb, la r\u00e9sultante d\u2019un ensemble d\u2019interactions civilisationnelles devenue aujourd\u2019hui vernaculaire, est celle que nous avons nous-m\u00eames fa\u00e7onn\u00e9e, produite au fil des si\u00e8ces, est notre v\u00e9ritable butin, notre langue dans sa dimension plurielle. C\u2019est celle-l\u00e0 qui structure notre pens\u00e9e, c\u2019est celle qui v\u00e9hicule nos premiers apprentissages, celle qui installe dans nos structures cognitives les sch\u00e8mes de nos premiers savoirs. Celle avec laquelle nous \u00e9coutons nos premi\u00e8res histoires, avec laquelle nous apprenons les premi\u00e8res r\u00e8gles de nos jeux d\u2019enfants, les expressions de respect, d\u2019amour, \u2026<\/p>\n

Et puis, vient l\u2019\u00e9cole dont l\u2019objectif est de structurer nos savoirs, les transformer en savoirs savants, les enrichir, les d\u00e9velopper, les faire \u00e9voluer, \u2026C\u2019est la langue de l\u2019\u00e9cole, la langue acad\u00e9mique, la langue des curricula d\u00e9finis par les autorit\u00e9s d\u2019un \u00e9tat pour former ses enfants, les citoyens de demain.<\/p>\n

Justement, quel citoyen voulons-nous former\u00a0? celui dont l\u2019horizon ne peut aller au-del\u00e0 de la m\u00e9diterran\u00e9e ou un citoyen du monde qui ma\u00eetrise la langue universelle qui lui permettra d\u2019acc\u00e9der aux connaissances les plus r\u00e9centes \u00e0 la source en l\u2019occurrence l\u2019anglais\u00a0?<\/p>\n

English or French\u00a0? n\u2019est pas la v\u00e9ritable question. Avons-nous le choix, aujourd\u2019hui, dans l\u2019Alg\u00e9rie ind\u00e9pendante de choisir, comme le font toutes les nations souveraines, soucieuses de promouvoir leur syst\u00e8me \u00e9ducatif une langue \u00ab\u00a0\u00e9trang\u00e8re\u00a0\u00bb, un choix bas\u00e9 sur des enjeux civilisationnels, culturels, scientifiques et \u00e9conomiques pour relever les d\u00e9fis, tous les d\u00e9fis qui se posent et se poseront \u00e0 notre soci\u00e9t\u00e9\u00a0?<\/p>\n

Dans de nombreux pays, tout changement dans le syst\u00e8me \u00e9ducatif apporte son lot de peurs et d\u2019inqui\u00e9tudes car synonyme de bouleversements dans les habitus professionnels \u00a0des enseignants et dans leurs pratiques p\u00e9dagogiques quotidiennes. Cela n\u00e9cessitera, bien \u00e9videmment, d\u2019accompagner les enseignants, de les doter de moyens, de ressources pour la r\u00e9ussite de leurs missions et \u00e0 la soci\u00e9t\u00e9 de s\u2019adapter progressivement \u00e0 ce changement.<\/p>\n

Les derni\u00e8res annonces gouvernementales \u00e9voquent le recrutement de milliers d\u2019enseignants sur le territoire national et la pr\u00e9paration de manuels scolaires qui seront disponibles \u00e0 la rentr\u00e9e. Il y aura certainement des r\u00e9ajustements \u00e0 faire, indispensables, des pauses \u00e9valuatives \u00e0 penser, pour inscrire cet enseignement dans une voie de progr\u00e8s, le jeu en vaut la chandelle.<\/p>\n

Cette pol\u00e9mique st\u00e9rile autour du pour ou contre l\u2019introduction de l\u2019anglais \u00e0 l\u2019\u00e9cole primaire, en sus d\u2019attiser les divisions et les stigmatisations d\u00e9j\u00e0 fort nombreuses dans la soci\u00e9t\u00e9, induit une atmosph\u00e8re n\u00e9gative autour de l’\u00e9cole qui engendre le refus d\u2019apprendre, le rejet et la suspicion de tout ce qui n\u2019est pas estampill\u00e9 \u00ab franco-fran\u00e7ais \u00bb.<\/p>\n

OUSSA NAM<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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