var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Task-Based Learning Approach: From Theory to Practice'; document.write(linkifyHtml(str, options)); ]]> Task-based learning]]> English language learning]]> project pedagogy]]> evaluation]]> classroom’s different abilities]]> The field of teaching has witnessed the elaboration of bounteous approaches and methods, eached influenced by a learnig theory and a teaching theory. The task-based approach is an example of these innovations in teaching in general and English language teaching in particular. With its three-phase procedure, pre-task, task and post-task phases, the task-based approach fits project- based learning and is consistent with the competency-based approach. This paper aims to popularise the use of the task-based learning as an approach in ELT classrooms. The focus will be also on the way teachers switch from theory to practice keeping the same pedagogical objectives. The paper sheds light on the main phases of the task-based learning approach, its advantages if used with students having different abilities and how to evaluate their tasks.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Grazib, Mohamed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 96-106]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/816/685]]> application/pdf]]> eng]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/816]]> 10.52919/translang.v13i2.816]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'The Effects of Bilingualism and Language Attitudes on Algerian Students’ Academic Proficiency in Medical Sciences'; document.write(linkifyHtml(str, options)); ]]> Bilingualism]]> BICS]]> CALP]]> code switching,]]> language attitudes]]> This study examines learners’ Cognitive Academic Language Proficiency and Basic Interpersonal Communicative Skills in L2 in order to determine the accuracy level of French oral language proficiency and academic achievement of students in Medical sciences (Tlemcen University). Adopting a few sociolinguistic research tools, the researcher has obtained some results confirming that students often lag behind in academic performance due to the delay in the development of Cognitive Academic Language Proficiency (CALP) and to the complexity of bilingual language acquisition despite their apparent language fluency which reflects their achievement in Basic Interpersonal Communication Skills interpreted as communicative success. Another important aim in this research was to analyze the effects of students’ attitudes towards French.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Sahnoune, Nisrine'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 181-198]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/815/683]]> application/pdf]]> eng]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/815]]> 10.52919/translang.v13i2.815]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Quand le contexte dynamise le sens de l’emprunt dans les pratiques langagières des jeunes étudiants algériens : Cas de la ville de Relizane'; document.write(linkifyHtml(str, options)); ]]> context]]> standard (s)]]> linguistic practices of the youngsters]]> pragmatics]]> the sense (direction) of the borrowing]]> Context]]> standard (s)]]> linguistic practices of the youngsters]]> pragmatics]]> he sense (direction) of the borrowing]]> When context enhances the sense of borrowing in young Algerian students' practices: The case of Relizane city
The study that we undertake, concerns the linguistic practices of the young relizanais students of the department of French. In fact, it is a study with a double dimension: a sociolinguistic and didactic one. The sociolinguistic dimension revealed the analysis of the borrowing of French items into dialectal Arabic; except the environment of education (teaching). These practices are characterized, particularly, by a gap between the "settled" sense and the sense (direction) "claimed"("aspired") by the borrowing; a gap which separates this "power" of this "duty" where the interlocutors lead (infer) a series of changes on the structures of the lowanwords), disregarding laws of the good use and breaking obviously the internal linguistic structures. As for the didactic dimension, because of the appeal to the students who prepare a license (Bachelor's degree) in French, we are going to request the literal sense of the units borrowed to prove if the rejection (discharge) of the notion of the literal sense (direction) is a sign of competence or a sign of misunderstanding and/or use by imitation (mimicry). And thus, this leads us to reflect upon the process of teaching /learning of the French language in Algeria in a broad way.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Bendref, Laïla'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 78-95]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/814/682]]> application/pdf]]> fra]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/814]]> 10.52919/translang.v13i2.814]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Assimilation et transferts sémantiques des emprunts lexicaux dans le discours médiatique'; document.write(linkifyHtml(str, options)); ]]> Loan]]> Lexical borrowing]]> praxématique]]> denomination designation]]> equivalence xénism]]> media discourse]]> Loan]]> Lexical borrowing]]> praxématique]]> denomination designation]]> equivalence xénisme]]> media discourse]]> Assimilation and semantic transfers of lexical borrowings in media discourse
The word hijab can be presented as a xénisme, but it knew a semantic change in media discourse, the integration process allows to see its evolution in relation to the historical, cultural and ideological events and of course political. The original reference, the garment (clothing) is not present in the Hexagone; That is why, by metonymy slip, media discourse such as lexicographical discourse retains, at the semantic level, just a portion of the garment (clothing, the veil. This is what some suggest discursive denominations. Hijab, at least in this metonymic sense, denominates not a non-existent reality in France, but a new reality; the label of "xénisme" appears once in partially inadequate. For their part, the words scarf and veil expanded their polysemy in the form of semantic neologisms as they can name this new reality; the Islamic veil, as well as to the Islamic headscarf.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Benmostefa Harig, Fatima Zohra'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 156-164]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/813/681]]> application/pdf]]> fra]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/813]]> 10.52919/translang.v13i2.813]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Re-thinking Literary Space in Huda Barakat’s the Stone of Laughter'; document.write(linkifyHtml(str, options)); ]]> Translation]]> interpretation]]> competences]]> sub-competences]]> dictionary]]> The Arab woman not only has contributed to the changing of the contemporary Arab literature but also has used her pen in times of wars and conflicts as a kind of resistance. Nawal Saadawi says: “does anything more than danger stimulate our creativity? And does anything threaten our creativity more than danger?” (N. Saadawi, 1996:157). In her article “Mapping Peace”, the literary critic Miriam Cooke claims that women have a stake in interpreting their war experiences. In fact, writing during war time is an experience that is part of war itself, an experience that informs the socio-political roles that precede it. The Lebanese, the Palestinian, and most recently the Iraqi women writers are vivid, genuine representatives of what a woman can create during times of war, how she can re-shape her experience of war and which portrait she can give to this experience. Hanane Sheikh, Sahar Khalifah, Mai Ghoussoub and Huda Barakat’s writings are instances of the Arab woman’s creativity in moments of conflicts, of wars and of danger. Women’s war literature allows the intolerable to be written because women do not take part in wars with arms but rather with their pens, their voices and their intellects. In fact, women writers subvert time, space and thus history to create their own world and their own records. This trend of Arab literature is viewed as an authoritative tool against the violence of war and as a passive resistance. It is also authoritative in terms of representing space and time as reshaped by wars. Contemporary Arab women writers have shown a big interest of creativity in writing novels, poems and short stories that lucidly portray the transformations war brings, and they have also shown a genuine capacity of subverting moments of war and transforming war time into moments of creation and metamorphosis. The present paper unveils Arab women writers’ genuine ability in creating a narrative space and a narrative time that is proper to moments of wars through their literary writings. Huda Barakat’s The Stone of Laughter is going to be our corpus as it represents a vivid depiction of the Lebanese Civil War, and “the best novel written about the Lebanese civil war.”]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Moulfi, Leila'; document.write(linkifyHtml(str, options)); ]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Sarnou, Dalal'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 37-43]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/812/680]]> application/pdf]]> eng]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/812]]> 10.52919/translang.v13i2.812]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'L’effet de la séquentialité dans le parler bilingue Algérien : Quelques procédés conversationnels productifs dans les codes mixtes'; document.write(linkifyHtml(str, options)); ]]> Code-alteration]]> pragmatic significance]]> conversational component]]> change in footing]]> divergent preference]]> triggering]]> Algerian bilingual speech]]> Code-alternation]]> pragmatic significance]]> conversational component]]> change in footing]]> divergent preference]]> triggering]]> Algerian bilingual speech]]> The effect of sequentiality in Algerian bilingual speech: Some productive conversational processes in mixed codes
This paper deals with some conversational strategies operating in bilingual speech as illustrated in some occurrences drawn from Algerian Arabic/French Code-Switching in the two directions. The idea that shapes this paper is mainly based on Alfonzetti assumption viewing Code- Switching (CS) as a contextualization strategy, independently from grammatical and macro- sociolinguistic contexts. In this sense, the contrast created by CS will be exploited by bilingual speakers to mark constant changes of footing. Henceforth, these theoretical conceptions will be supported by empirical evidence drawn from the analysis of some instances of CS characterizing the bilingual speech of some Algerian students in different settings. Furthermore, our attention will be directed mainly towards the conversational and pragmatic significance of code-alternations. Our reflection on CS led us to implement two theoretical models, the markedness theory and the conversational model. According to the first model, CS can respond to several motivations: it can be part of a normative framework characterized by the marking of linguistic choices in relation to a previously predefined context, it targets in certain cases the communicative function, and the negotiation of social distance in other cases. We concluded that the social motivations set up in the theory of negotiation in relevance to the interlocutors’ roles explain only partially the choices of the languages in interaction because they reduce the linguistic behaviors of bilingual speakers to a contextual determinism which completely denies their role in the code selection. The conversational analysis of CS, on the other hand, allowed us to identify the functions of CS isntances and their communicative relevance, even if they are socially non-significant. In this perspective, CS is considered as a linguistic resource in the interactive construction of the bilingual speakers’ discourses, it largely depends on the sequential structure of their verbal exchanges as well as their participation. We insist on the fact that the structural conversational dimension is sufficiently independent of the morphosyntactic rules and social norms associated with the alternating codes, turns out to be relevant in a given conversational episode. Indeed, what is important in this conversational perception of CS is the notion of contrast generated by the juxtaposition of the two codes within the same discourse. However, it seems impossible to us to assign a semantic, or even a symbolic, value to each Switch. In this regard, we have proposed a diagram with the aim of explaining the fluidity of the transition from French to Arabic, and vice versa, in the bilingual speech of our informants by putting them at the center of all the underlying processes relevant to bilinagual speech production.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Ouahmiche, Ghania'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 6-19]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/811/679]]> application/pdf]]> fra]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/811]]> 10.52919/translang.v13i2.811]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'L’apport de La Lecture à La production Écrite'; document.write(linkifyHtml(str, options)); ]]> Reading]]> writing]]> written production]]> rewriting]]> text]]> reading comprehension]]> Reading]]> writing]]> written production]]> rewriting]]> text]]> reading comprehension]]> The Contribution of Reading to the Written Production
In our modern society, writing occupies a prominent place in Arabic first and then in FFL. In fact, writing serves us in our daily lives: shopping list, email writing, exam, writing, copy, of a cooking recipe, photo caption, invitation. As the common base reminds us (Ministry of Education), writing and reading conditions access to all areas of knowledge and the acquisition of all skills. The mastery of writing, reading and writing has become so essential. The importance given to writing and more specifically to writing, is due in particular to the fact that it is given a plurality of functions. Indeed, if today writing has a dominant function of communication, it also allows the memory conservation (to help the memory or the memorization, to prevent forgetfulness, to overcome the distraction). It meets the needs of the organization of administrative and commercial exchanges (displays, price lists), it is an important vector of cognitive, epistemological and technological development: it makes it possible to develop reflexive capacities by distancing reality and action, and directs by genres or types of writing, the way of perceiving, thinking and structuring the surrounding world as well as the human beings. Thus, making a diagram on the operation of an electric light bulb or developing a table ordering the words according to their nature (determiner, noun, adjective, etc.,) has a strong impact on the apprehension and understanding of these phenomena. Writing plays a major role in the access to knowledge, culture and the profession, insofar as a significant part of knowledge and culture is transmitted via writing and that many professional gestures involve writing (document to fill out, fax or e-mail to send, notices to go through) we can add that writing allows self- expression in different ways. As a result, reading has a positive influence on writing and especially in a FFL teaching-learning situation because most literary genres encountered in reading can be the starting point for a writing project (tale, story of origins, legends, fiction science, detective story, travelogue, fable, play …). The role of the teacher consists in leading his learners to production by gradually relying on the texts read by inviting learners to extend or complete a text or to transform it into a narrative or theatrical text. As he can lead them to write a dialogue or a description intended to fit into a story or to extend it. In this sense, imitation, diversion are the bases of the work of writing, with reference to literary texts. The use of prototypes must be permanent, either to identify characteristics likely to guide the implementation of the project or to answer questions. Any writing project can be extended by an editing project of the completed text; this is an opportunity for students to learn about the production of a text. On the basis of tehse facts, we can say that writing requires reading and comprehension of the written words. In fact, reading and writing are systematically linked, as more than one researcher has stated, whether in didactics or in the science of education. Today the scientific study of writing, whether working on writers' manuscripts or psychological analyzes has shown the importance of reviewing the text and making changes. Having permission to strike out on papers does not exempt the writer from thinking before writing: these are not the same modifications that take place depending on whether the text is forged in thought or rewritten under the influence of literary research, or erasures are considered as a trace of the creative journey, the official instructions in the syllabus highlight rewriting to propose the remodeling of the text to reproduce it, possibly its reorganization, which leads us to think that a reflection on writing seems obligatory and in particular at university in the module of the writing. However, the syllabus and official texts quite clearly distinguish writing as an activity and training aqdequate to linguistic production and security in space and time. In this regard, the reflection and practice of the written production activity could be divided into four periods which correspond to four ways of considering learning to write and to four denominations of students’ writing: writing, written expression, writing production and rewriting. These modalities are not mutually exclusive in most classes, several of them. This paper focuses on these issues with a particular emphasis on the correclation reading- wrinting.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Bouazri, Fatiha'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 140-155]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/809/677]]> application/pdf]]> fra]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/809]]> 10.52919/translang.v13i2.809]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Linguistic Landscape and Language Planning'; document.write(linkifyHtml(str, options)); ]]> linguistic landscape]]> public space]]> strategy]]> hidden agenda language policy]]> planning]]> management]]> Linguistic landscape, henceforth LL, is made up of public and private signs i.e.; the language(s) displayed in public space. It has recently been researched by scholars from different disciplines concerned with issues of languages in contact phenomenon which is rather a case of written languages in contact. Two factors intervene in its development. The first factor falls within the official language agencies responsible of language use and regulations while the second includes individuals, and private institutions using language(s) purposefully for their own objectives escaping the control of the authorities and thus taking the freedom of rule violation as a creative way of communication. As a field of language research it mostly deals with the sociology of language, and more particularly, language policy and planning, but it is also considered as a resource for language learning and as a place of contested identities and language conflicts and hidden language agendas. Thus, necessity rises to consider LL not only as a strategy for language management but also as the key place where it must take place. It is for these very reasons that the main objective of the present article focusses on exploring LL as a strategy of language planning and management because the bottom-up individual and private agencies constitute the active agents in issues of language use, maintenance, and promotion.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Boukreris, Louafia'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 44-50]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/808/673]]> application/pdf]]> eng]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/808]]> 10.52919/translang.v13i2.808]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Profession interprète'; document.write(linkifyHtml(str, options)); ]]> Translation]]> interpretation]]> competences]]> sub-competences]]> dictionary]]> Translation]]> interpretation]]> competences]]> sub-competences]]> dictionary]]> The profession of the interpret
In order to better understand the profession of interpreting, it is necessary to clear up the terminological confusion between the terms “interpreting” and “interpreting”. Indeed, the choice between these two terms is very important, because behind this choice stand out very different attitudes. This research focuses on the terminological confusions relating to the term: interpreter. Then we define the profession of translator and interpreter based on the various lexicographic works and associations. We end our work with a review of the skills required in interpretation. We have noticed that the simultaneous effort model requires more effort than the consecutive one, due to the interweaving of operations and the coordination necessary to share attention and resources. Through this research, we would like to highlight the different definitions of this profession as well as the very complex aspects of the interpreter, the origin of the term and finally give a small overview of the skills required to perform this act in the best conditions. possible.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Sidjilani, Faiza'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 29-36]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/807/676]]> application/pdf]]> fra]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/807]]> 10.52919/translang.v13i2.807]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Children Second Language Acquisition Pre-elementary and Elementary Level'; document.write(linkifyHtml(str, options)); ]]> Teaching]]> learning]]> adequate]]> second language (L2)]]> acquisition]]> methodology]]> efficiency]]> process]]> background]]> structures]]> meaning]]> children]]> This article deals with child’s second language acquisition and learning within the scope of the very early stages of school system. Normally, children learn language through their everyday social environment. In other words, from everyday language use with parents at home and outside home. To teach a foreign language to children, however, takes a little more effort. If one is teaching a child between 4 and 10, one will need to collect kid-friendly materials and get in understanding to how children use languages in appropriate methodology which corresponds to children’s needs. Thus, our proposal takes into account some basic principles that allow the child and get him ready to learning process. We will also focus on the parents’ and teachers’ role for acquiring an efficient background in his preparatory stages. So, how soon can one begin before introducing L2 instruction at school and how can this be reached in the teaching / learning process?]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Yekhlef, Zoulikha'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 107-118]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/806/675]]> application/pdf]]> eng]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/806]]> 10.52919/translang.v13i2.806]]>