This book examines the role of foreign languages and cultures in the Algerian educational system, highlighting how cultural imperialism and supremacy persist through damaging language ideologies and the privileging of colonial languages such as French and English. The authors challenge the claim that the Algerian educational system can be considered ‘neutral’, arguing instead that it was and still is the outcome of a conflict between Arabised and Francophone elites, serving strategic and ideological objectives rather than cultural or pedagogical goals. This book will be relevant to students and scholars of language education, language policy and planning, and the history and politics of the Arab and Muslim world, especially those interested in the influence of Western languages and cultures and the democratisation of educational systems.

This book presents a detailed survey of language attitudes, conflicts and policies over the period from 1830, when the French occupied Algeria, up to 2012, the year this country celebrated its 50th anniversary of independence. It traces the evolution of language planning policies and reactions to them in both the colonial and post-colonial eras.

This volume provides a detailed analysis of language contact in North Africa and explores the historical presence of the languages used in the region, including the different varieties of Arabic and Berber as well as European languages. Using a wide range of data sets, it provides a comprehensive analysis of the mechanisms of language contact under classical diglossia and societal bilingualism, examining multiple cases of oral and written code-switching. It also describes contact-induced lexical and structural change in such situations and discusses the possible appearance of new varieties within the context of diglossia. Examples from past diglossic situations are examined, including the situation in Muslim Spain and the Maltese Islands. An analysis of the current situation of Arabic vernaculars, not only in the Maghreb but also in other Arabic-speaking areas, is also presented. This book will appeal to anyone interested in language contact, the Arabic language, and North Africa.

For decades the superimposition of languages in Algeria has had growing cultural and political consequences. The relations between identity and language, already complicated before independence, became all the more entangled after 1962 when the new state imposed standard Arabic as the sole national language. The vernacular brand of Arabic spoken by the majority of the population--as well as Berber, spoken by an important minority--were denied legitimacy. Moreover, French, the colonial language, continued to be important all the while that its position changed. The violence that ensued in the late 1980s cannot be fully understood without considering the politics of language. This timely book is devoted to Algeria's linguistic predicament and the underlying disagreements over notions of identity, power, and belonging.What problems arise when a new national language is adopted by a postcolonial state? How does the status of the former colonial language change? What becomes of the original "mother tongue(s)" of the populace? The authors of Algeria in Others' Languages address these questions as they explore the historical, cultural, and philosophical significance of language in Algeria, and its relation to issues of politics and gender. Their topics range from analyses of political violence to the status of the principal of evidence in the legal system to the place of "Francophonie" in the 1990s.The authors represent the fields of literature, history, sociology, sociolinguistics, and postcolonial and gender studies; some are also historical players in Algeria's linguistic debates.

Algeria is the biggest country in Africa and is located on the continent's northeastern coast, bordering the Mediterranean Sea. The country shares its borders with Tunisia, Libya, Niger, Mali, Mauritania, Western Sahara, and Morocco. Algeria's population is around 42 million, with Arab and Berber ethnicities making up the majority of the population. The official languages of Algeria are Arabic and Berber, and French is widely spoken. Algeria is a country rich in history and culture, with influences from its diverse past, including Berber, Islamic, Ottoman, and French colonization. It gained independence from France on July 5, 1962, after a long and brutal war that lasted eight years. Today, Algeria is an upper-middle-income country with a mixed economy that relies heavily on its vast oil and natural gas reserves, making it the largest exporter of natural gas to Europe. Despite its economic strength, Algeria faces several challenges, including high unemployment, insufficient housing, and political instability.

Global Perspectives on Value Education in Primary School is a comprehensive book edited by a renowned philosophy scholar from Kastamonu University Faculty of Humanities and Social Sciences. In this book, readers will find a comprehensive account of how value education can be effectively delivered in primary schools worldwide. It presents an extensive collection of case studies and examples of values education from different countries and cultures and examines the criteria for selecting and differentiating values that are suitable for primary school level, and the methods and approaches for effectively teaching those values. By comparing different approaches and experiences, the book provides valuable insights into the challenges and opportunities for value education in primary schools. This book is highly recommended for anyone interested in values education, including academic scholars, researchers, teachers, university students, and parents. With its rich and diverse range of perspectives and examples, it provides a compelling argument for the importance of values education in our time. Its persuasive problem and solution approach makes Global Perspectives on Value Education in Primary School an essential addition to the literature on education and philosophy.

This book brings together the first book collection of African research in mathematics education in multilingual societies and chronicles current research in different linguistic contexts across the African continent, (including Algeria, Namibia, Malawi, Morocco, Rwanda, South Africa) on issues of multilingualism in mathematics education, but more importantly, it foregrounds pertinent issues for future research. With many of the authors building on earlier path-breaking African research, the book is a unique contribution of careful thinking through how linguistic diversity and multilingualism manifest in ways that differ from one geopolitical context to another. This volume is an important contribution to the growing recognition of multilingualism as the global 'linguistic dispensation' in mathematics education. It is an invitation to how we might (as an international community where more and more multilingualism is the norm rather than an exception) pay more attention to the multilingual agency and capabilities of both students and teachers in order to better harness the epistemic potential of multiple languages in contexts of language diversity in mathematics education.

Papua New Guinea is a sovereign state located in the western Pacific Ocean, comprising the eastern half of the island of New Guinea and its offshore islands. The country has a diverse population of over eight million people, with hundreds of different languages spoken throughout the country. The official languages are English, Tok Pisin, and Hiri Motu. The economy is mostly dependent on agriculture, mining, and oil and gas production. The country is known for its biodiversity, with over 800 languages spoken and more than 10% of the world's species of animals and plants found within its borders. Papua New Guinea has a rich cultural heritage, with traditional practices such as tribal warfare, bride price, and initiation ceremonies still practiced in some regions. Papua New Guinea gained independence from Australia in 1975 and has since faced various challenges, including social unrest and political instability. The country is also prone to natural disasters such as earthquakes, volcanic eruptions, and cyclones. Despite these challenges, Papua New Guinea has made significant progress in recent years in areas such as education and health care. The government has also implemented policies aimed at promoting economic growth and reducing poverty. The country is a member of the United Nations, the Commonwealth of Nations, and the Pacific Islands Forum, among other international organizations.

This book examines the role of foreign languages and cultures in the Algerian educational system, highlighting how cultural imperialism and supremacy persist through damaging language ideologies and the privileging of colonial languages such as French and English. The authors challenge the claim that the Algerian educational system can be considered ‘neutral’, arguing instead that it was and still is the outcome of a conflict between Arabised and Francophone elites, serving strategic and ideological objectives rather than cultural or pedagogical goals. This book will be relevant to students and scholars of language education, language policy and planning, and the history and politics of the Arab and Muslim world, especially those interested in the influence of Western languages and cultures and the democratisation of educational systems.