Étude comparative de l’alternance codique dans les cours de psychologie et sociologie à l’université de Constantine.

Abstract

The teaching of disciplines is based on the acquisition of competences (skills) related to the specialty itself, and implies language skills which are supposed to be conveyed in this case by standard Arabic. However, observation has demonstrated the presence of other languages in the discourse of teachers and their learners, thus arising (showing) one of the major manifestations of language’s contact which is coding alternation. Our comparative analysis on the study of coding alternation in the departments of psychology and sociology at Constantine University tries in one hand to understand qualitatively and quantitatively the operation (functioning) of alternations in the Algerian academic context, on the other hand to identify the languages involved in this context, as well as to determine the types and functions of alternations in the discourse of teachers and their learners. We also try to explain the didactic repercussions of these CSs, distinguishing the alternations that fall under (relate to) communication from those that focus on learning.