الدوريات والمجلات الأكاديمية
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Item Teaching Amazigh Proverbs In Amazigh Language Class(المجلة الجزائرية لعلوم اللسان - كلية اللغة العربية وأدابها - جامعة الجزائر 02 أبو القاسم سعد الله, 2024-12-22) Aoudia, ArezkiThis article explores the integration of proverbs into language instruction. We present pedagogical applications aimed at effectively utilizing these expressions, demonstrating how learners respond positively to this support, thus reinforcing their understanding of linguistic expressions. Our focus lies particularly on the impact of teaching Algerian (Kabyle) proverbs on the acquisition of the Amazigh language within educational institutions. A preliminary observation reveals the scarcity of studies dedicated to the use of proverb instruction, especially within language classes. The Kabyle proverb, when integrated into the educational framework, emerges as a contributor to individual education, particularly among learners. Anchored in the constructivism of Jean Piaget (1964), our theoretical approach aims to offer innovative pedagogical strategies by integrating proverbs into the language teaching. A selection of proverbs covering various aspects of life is proposed, encouraging instructors to apply them in the classroom while evaluating the effectiveness of this teaching. The process is based on Mackey's (1972) guidelines, emphasizing that the instructor must understand that the teaching method determines what elements to teach, the quantity of elements to choose (selection), the order of teaching (gradation), the mode of content and form transmission (presentation), and the mechanisms to establish to transform language use into an unconscious process (repetition). To illustrate this application, our approach relies on a corpus comprising about a hundred proverbs addressing various themes, extracted from different collections such as: "Proverbes et dictons kabyles" (Kabyle proverbs and sayings) by Youssef NACIB, "Proverbes berbères de Kabylie" (Berber proverbs from Kabylia) by Tahar HAMADACHE and "Proverbes berbères de Kabylie" (Berber proverbs from Kabylia) by Kahina AIT-AHMED-SLIMANI.Item Enseigner La Traduction A Un Public Fle :enjeux Et Défis(المجلة الجزائرية لعلوم اللسان - مخبر اللسانيات وعلم الإجتماع اللغوي وتعليمية اللغات - كلية اللغة العربية وأدابها- جامعة الجزائر02- أبو القاسم سعد الله, 2019-06-25) Hassan, ZeinabNotre contribution se veut une mise en exergue des difficultés liées à l’enseignement de la traduction spécialisée notamment la traduction des textes dits « religieux ». Elle a pour objectif, au moyen d’une étude de terrain, de comprendre les difficultés de traduction dans un contexte bien précis à savoir le programme français du département de traduction de l’université de la Princesses Nourah bint Abdulrahman. Par notre pratique d’enseignante, nous faisons face à plusieurs défis en matière de didactique de la traduction dont notamment les spécificités culturelles relatives au domaine de la traduction islamique. Notre soubassement théorique s’appuie sur les travaux de Christine Durieux (2007,2009), Gile (1988), Ladmiral (2011), Delisle (2005). Nous évoquerons les notions de décision et celle de préférence pour vérifier leur applicabilité aux discours religieux. Le corpus sur lequel s’appuiera notre analyse est recueilli d’un cours de traduction dispensé à des étudiantes de fin de cycle. Ce qui nous permettra de comprendre les stratégies, voire les outils de sélection des culturèmes et des traductèmes adéquats Our contribution is intended to highlight the difficulties involved in teaching specialized translation, particularly the translation of so-called "religious" texts. The aim of this study is to understand the translation difficulties in a very specific context, namely the French program of the translation department of Princesses Nourah bint Abdulrahman.Through our teaching practice, we face several challenges in the field of translation didactics including cultural specificities related to the field of Islamic translation. Our theoretical foundation is based on the work of Christine Durieux (2007,2009), Gile (1988), Ladmiral (2011), Delisle (2005). We will discuss the notions of decision and preference to verify their applicability to religious discourses. The corpus on which our analysis will be based is taken from a translation course given to end-of-cycle students. This will enable us to understand the strategies, and even the tools for selecting culturèmes and appropriate translationsItem الفرد مركز العملية التربوية في المجتمع العربي والإسلامي (قراءة وتحليل لأفكار "أنتوني غيدنز" و"مالك بن نبي")(مجلة المفكر -جامعة الجزائر2-أبو القاسم سعد الله-, 2024-06-15) سلالي, مراديعتبر المفكر «أنتوني غيدنز» والمفكر «مالك بن نبي» من علماء العصر الحديث الذين ساهموا بأفكارهم في دراسة مختلف المشاكل الاجتماعية في العالم العربي والإسلامي ومن خلال هذه المقالة أردت أن أعرض قراءة وتحليل أفكار المفكرين لأنهما لاحظا المشاكل التي عانى منها العالم العربي والإسلامي في ميدان التعليم والتنمية والتخلف والجمود والقهر والفساد، لذلك عرضت مجموعة من الحلول التي قدموها للنهوض بالمجتمع العربي الإسلامي في ميدان الاستثمار في الإنسان وذلك من خلال تفعيل مجال التعليم والابتكار والتجديد وذلك بخلق مختلف الدوافع المساهمة في ذلك، بداية من تجديد المناهج التربوية والتركيز على منح حق التعليم للجميع دون استثناء وكذلك التفكير في التعليم الدائم والخلاق للثروة وكانت قراءتهم بناءة. The thinkers: "Anthony Giddens" and "Malek ben Nabi" are among the scholars of the modern era who have studied the various social problems in the Arab-Muslim world. Through this article, we propose this analytical reading of the thinker's ideas because they were able to deal with the problems suffered by the Arab-Muslim world inhabitants, especially in education, development, backwardness, stagnation, oppression and corruption fields. From there, it was possible to present some solutions provided by them to advance the Arab-Islamic society in the field of investment in human beings, highlighting the field of education, innovation and renewal, while creating various motivational motives. Starting with the renewal of educational programs, focusing on granting the right to education to everyone without exception, as well as thinking about the lifelong and creative education of wealth. That is why their study of society was constructive