COMPREHENSION OF LINGUISTIC INSECURITY AMONG FFL TEACHERS IN THE ZEBOUDJA AND BENI HOUA DISTRICTS OF THE CITY OF CHLEF IN ALGERIA

Abstract

This article presents the results of a survey conducted by questionnaire among teachers of French as a foreign language working in two Berber-speaking regions, namely Beni Haoua and Zeboudja, in the city of Chlef, Algeria. Specifically, we want to study the origins of linguistic insecurity among French teachers in the primary education cycle. In other words, we want to understand why these teachers use multiple codes simultaneously in their professional communication, when in reality they are supposed to express themselves in French with both their students and their subject inspectors. Is this due to a linguistic deficiency or simply a linguistic habit? After collecting, analyzing, and interpreting the results, the study revealed that the majority of teachers in these regions suffer from linguistic insecurity, particularly in front of their inspectors, which forces them to deploy compensatory strategies such as the use of French, Arabic (dialectal), and Berber code switching (dialectal). Thus, the survey showed that, in an exolingual situation, linguistic insecurity arose among these teachers due to their linguistic and professional training. To overcome this problem, the respondents emphasized the need to intensify both linguistic and pedagogical training.