المركز الجامعي مغنية

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    language development in children with bidialectal parentage a study of dual dialect dynamics
    (2025-07-02) aouissa chorouk
    This dissertation meticulously investigates the multifaceted dynamics of language development in children with bidialectal parentage, specifically examining their linguistic experiences within both their home and formal educational settings in the Algerian context. Addressing a notable gap in sociolinguistic and educational research concerning bidialectalism, particularly where parents speak distinct dialects, the study aimed to comprehensively understand children’s dialect use, acquisition patterns, and the perceptions of key stakeholders. To achieve this, a mixed-methods approach was employed : data were systematically collected through questionnaires administered to primary school teachers and semi-structured interviews conducted with parents of bidialectal children. Findings were then triangulated for a robust and holistic perspective. Results consistently indicate that positive family language attitudes significantly foster a supportive environment for bidialectal development, with parents frequently reporting pride and active support for their children’s dual dialect use. Children, in turn, demonstrate sophisticated strategies for dialect differentiation and contextual code-switching, highlighting a remarkable sociolinguistic awareness. While teacher observations revealed varied approaches to dialect use in the classroom, underscoring both potential challenges in academic contexts and adaptive linguistic behaviors, the overall findings unequivocally affirm bidialectism as a valuable cognitive and social asset. The study concludes by validating its core hypotheses, emphasizing the critical interplay between home and school environments in shaping these children’s linguistic journeys, and advocating for inclusive educational practices that leverage their inherent linguistic flexibility to transform bidialectalism into a distinct advantage