RASDL المجلة الجزائرية لعلوم اللسان
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Item Generative Artificial Intelligence And Reducing The Cognitive Load In Language Learning: A Study In The Algerian Educational Environment(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Zergui Aicha; Adder ZohraThis study examined the cognitive challenges faced by Algerian learners and teachers within a highly complex linguistic environment, where Classical Arabic, Algerian dialect, Amazigh, French, and English intersect, generating a compounded cognitive load that burdens mental processing. The study drew on Cognitive Load Theory (Sweller, 1988) and the theory of limited resources in second language processing (VanPatten, 2004). It addressed the following central question: How can generative artificial intelligence redistribute and relieve the linguistic cognitive load in the Algerian educational context? Three main axes were examined: the patterns of cognitive load resulting from multilingualism in Algeria; the potential of generative AI as a linguistic cognitive mediator; and the proposal of an integrated theoretical framework linking cognitive psychology, applied linguistics, and artificial intelligence. The study concluded with theoretical and applied recommendations aimed at building inclusive digital learning environments that account for the linguistic specificity of the Algerian learnerItem Multilinguisme Et Impact Des Identités En Didactique De Langues Camerounaises(المجلة الجزائرية لعلوم اللسان - مخبر اللسانيات وعلم الإجتماع اللغوي وتعليمية اللغات - كلية اللغة العربية وأدابها- جامعة الجزائر02- أبو القاسم سعد الله, 2021-12-16) Assob, TekiL’identité de l’apprenant a un impact sur l’apprentissage des langues camerounaises en contexte multilingue où les apprenants manifestent un certain inconfort linguistique lié à leurs origines sociales et ethniques variées. Plus subjective qu’elle n’est objective, l’identité, communautaire notamment, est déterminée par une langue commune au groupe. Elle se construit progressivement sur la base de critères le plus souvent idéologiques et devient caractéristique principale de ce groupe, si bien que tout enseignement qui tend à ne pas participer à sa construction, manque de pertinence. Notre étude analyse ainsi l’effet des identités multiples sur la motivation pour l’apprentissage des langues camerounaises. Elle participe à déterminer le repli identitaire comme facteur de démotivation en contexte multilingue, une étude focalisée sur le Cameroun et pouvant être répliquée dans d’autres pays d’Afrique. Aussi suggère-t-elle à l’enseignant d’œuvrer, par l’approche socioconstructiviste de l’apprentissage, à la construction d’une nouvelle identité plurilingue chez les jeunes apprenants. Ceci passe par une gestion consciente du multilinguisme en situation didactique Learner identity has an impact on Cameroonian language learning in a multilingual context where learners show a certain linguistic discomfort linked to their varied social and ethnic origins. More subjective than it is objective, identity, especially community identity, is determined by a language common to the group. It is progressively constructed on the basis of criteria that are most often ideological and becomes the main characteristic of this group, so that any teaching that does not participate in its construction lacks relevance. Our study thus analyzes the effect of multiple identities on motivation for learning Cameroonian languages. It contributes to determining identity withdrawal as a demotivating factor in a multilingual context, a study focused on Cameroon and which can be replicated in other African countries. It also suggests that the teacher should work, through the socioconstructivist approach to learning, to build a new plurilingual identity in young learners. This requires a conscious management of multilingualism in a didactic situation.