Journal of Studies in Language, Culture and Society (JSLCS)


Journal of Studies in Language, Culture, and Society (JSLCS) is an academic multidisciplinary open access and double-blind peer-reviewed journal that publishes original research that turns around phenomena related to language, culture, and society. JSLCS welcomes papers that reflect sound methodologies, updated theoretical analyses, and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, pedagogy, ICT, communication, cultural/inter-cultural studies, philosophy, history, religion, and the like. The journal has no publication process charges neither for submission nor for publication.


JSLCS submission

CFP open all along the year

The Journal of Studies in Language, Culture and Society (JSLCS)

Editor in chief: Dr. Nadia Idri


The JSLCS Editor-in-Chief invites authors to submit manuscripts for consideration in the faculty of Arts and Languages’ International, scholarly and multidisciplinary journal, University of Bejaia.

The journal’s Scope


The Journal of Studies in Language, Culture and Society (JSLCS) is an academic multidisciplinary open access and peer-reviewed journal that publishes original research that turns around phenomena related to language, culture and society.  The Journal welcomes papers that reflect sound methodologies, updated theoretical analyses and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, ICT, history, cultural/intercultural studies, communication, pedagogy, history, philosophy, religion, etc.


 Topics may include, but are not limited to, the following:

  • Andragogy and pedagogy
  • Anthropological studies
  • Code and ethics in the arts and humanities
  • Cultures across societies;
  • Foreign and second language education;
  • Gender in intercultural studies;
  • History, epistemology and philosophy
  • Information and communication technologies
  • Innovation in educational research
  • Interpreting and translation studies
  • Language and culture;
  • Language and gender issues
  • Language policy and decision-making
  • Language policy and practice;
  • Language, culture, and communication.
  • Language, culture, and emotion,
  • Language, ethnicity ; ideology and religion;
  • Language, intergeneration and identity;
  • Language, technology and modernisation
  • Languages in contact
  • New trends in the arts and humanities
  • Social intervention, language, and multimedia;
  • Sociological studies
  • Theory and practice in Educational psychology
  • Transnational and regional identities and their relationship to cultural and social processes;


Language: English

  • Authors are required to use the journal’s official template and adhere to the APA style’s requirements (6th edition).
  • The journal possesses the right of editing the submitted manuscript before sending them to the reviewers and before the final draft.
  • Submitted papers should be original and not submitted to another journal.
  • The journal adheres to the principles of the Committee on Publication Ethics (COPE).
  • Authors are required to respect rules of the Word processing and avoid the common errors of form.
  • Authors are required to send their papers using a recent version of Word (2007 and on)

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Smaili Souad, 

Résumé: Do learners of English as a foreign language (EFL) develop imagined identities in target language learning? Are their identities affected by their use of other languages? How does relations of power foster the complexity and multiplicity of the developed identities in language learning? To explore these questions, an interactive theatre course was carried out at a university in Algeria. The students who took part in this course were undergraduates aged between 19 and 31 years old. The participants have a rich linguistic repertoire as they are multilingual, who make use of Berber as their mother tongue; Arabic as their first language; French and English as foreign languages. This study aims at promoting change in the way students learn English through introducing innovative tasks to the EFL classroom. The study adopted a poststructuralist framework, which is highly grounded in Norton’s perspective on identity (Norton, 2000) and Bourdieu’s concept of power relations in language use (Bordieu, 1991). I applied interpretive phenomenology as a research design, where in-depth interviews were conducted with the participants. Their scripts written in the three languages: English, French, and Arabic were considered in the analysis. The findings of this study revealed the effectiveness of using narratives and drama tasks in the EFL classroom. The findings also revealed that the proposed method involved the participants in an interactive and imagined space where they empowered themselves, constructed their agency, and developed new self-understandings which covered their multiple and imagined identities.

Mots clés: Imagined identities, multilingualism, power relations, poststructuralism.

Territorialized social movements: the Maghreb, from the margins to the center The case of the Hirak Rif movement

الرامي ايمان,  شيماء شنيك, 

Résumé: Starting from a long-term ethnographic survey (2016-2019) on the "Hirak Rif" movement, this article questions the modalities of politicization of marginalized communities. Located in the north of Morocco,On October 28, 2016 in Al-Hoceïma, Mohcine Fikri died crushed in a dumpster while trying to recover the merchandise that had been confiscated by the authorities. The 31-year-old was a fish merchant. He was accused of being in possession of nearly 500 kg of swordfish, which was banned from fishing during this period. He was killed opposing the destruction of his cargo in a dumpster.His death was the starting point for the protest in the Rif. It is a region of northern Morocco whose history is marked by the repression and marginalization it suffered during the reign of Hassan II.Then the events of 1958-1959, followed by the issuance of a military dahir to make Al Hoceima a military region, and the unrest of 1984 and the disturbances of 1984 and called the Rif people a slogan (awbash) in an official letter from the late King Hassan II, and all these elements reflect the state of the rift between the region and the central authority continuing until today that the era of reconciliation could not erase it. Rif residents agree that the reconciliation experience did not succeed in folding the countryside file in a way that amounts to reconciliation, where memory and history have been surpassed, until 2016, many Rif youth were arrested, the emigration of others and accusing the population of seeking separation and “work” abroad these concepts are consistent with the historical concept that was described by the region before independence” bled Siba”; what this means is that the Rif protest practice Identity memory practice, governed by social frameworks. This was observed through the presence of the Amazigh flag (Tamazgha) and the flag of the countryside of the countryside (Bandu Nereef), and the adoption of a discourse based on the principles of local and regional identities: common language (Tarifit), race, and collective history: Muhammad bin Abdul Karim al-Khattabi)and the slogans he raised The demonstrators. In addition to "pledging allegiance to the protests," Whenever the population of the Rif contests the policy of power, the Makhzen responds with violence and marginalization of the region, thus preparing the conditions for a new cycle of protest and repression. This in fact explains, to a large extent, the motive behind choosing the subject of this study, it appears that focusing on the historical factor is also very important to understand of the protests and to move away from interpretations one-dimensional focusing on economic and social dimensions only. The objective of this article is to include the study of the mobilizations of marginalized communities in a more global sociological analysis.

Mots clés: Margins, Social Mobilizations, collective identity -welfare state- social state-Uneven Development

Algerian Female Engineers Challenging the Masculine Culture of Engineering: a Look at Gender and Prevailing Barriers

رتول ايمان, 

Résumé: The present article focuses on women’s integration into male-dominated domain to offer insights into Algerian females’ experiences in engineering as male-dominated occupation. It aims to identify some of the many barriers imposed by cultural assumptions on female workers and engineers in particular. To fit the above need, this study is meant for the examination and analysis measured with a critical approaches to fully examine and identify the historical nature of engineering, thus, the research has to bring together well known methodological frameworks such as critical discourse analysis as well as the tenets of social constructionist approach which serves to fully understand the problem of women in engineering with men and the taken-for-granted masculinities of engineering.

Mots clés: male-dominated domain, masculine culture of engineering, female engineers, gender, barriers.

EFL Teachers’ Perceptions and Experiences with the Moodle Platform during COVID-19 Epidemic: A Case Study at the University of Tizi-Ouzou

بربار كتية, 

Résumé: The Coronavirus (COVID-19) has disrupted teaching and learning worldwide. The rising concern about the rapid spread of the virus resulted in the closure of all educational institutions and the reliance on online academic platforms like Moodle to continue teaching activities. In this regard, the main aim of this descriptive study was to investigate the perceptions and experiences of fourteen teachers with the Moodle platform during COVID-19 pandemic lockdown, taking the department of English at the University of Tizi-Ouzou as a case in point. To collect data, an online questionnaire comprising closed and open questions was designed using Google Forms and sent to the respondents via email. Both quantitative and qualitative data were collected. Quantitative data were subjected to statistical analysis using the Statistical Package for Social Sciences, whereas qualitative data were treated using thematic analysis. The results of the study indicated that the majority of the participants held negative perceptions of the Moodle platform. They advocated face-to-face education and were firmly against teaching through Moodle. The findings also disclosed some advantages and disadvantages of teaching through Moodle such as lack of training. The results implied that there is a need for attitude change and the development of teachers’ technological literacy.

Mots clés: COVID-19 epidemic, ; lockdown, ; Moodle e-learning platform, ; teachers’ perceptions and experiences

White Supremacy: America's Original Sin?

Ba Papa Malick, 

Résumé: Writing about white supremacy in the US may sound unoriginal and trite but I believe it is way too important to continue studying it with regard to its relevancy and the challenges it continues to pause to justice, equity and harmony in the American society. Undoubtedly, it is path breaking to say that it is America’s original sin even though we have long been made to believe that racism is America’s original sin. Ideology and force have been its main vehicles. In other words, racism, or rather racialism, and violence allowed it to become institutionalized and to subtly operate. Power and privileges are at its heart and it seeks their accumulation and control. That is why it is the most decried and biggest internal problem of the nation. In the face of deeper divide of the US national fabric, regular discriminatory practices and hate acts against African-Americans that often culminate to countless murders and what seems like hereditary poverty, it becomes more than relevant to tackle the problem and find it solutions. Thus, this paper intends to study how white supremacy has become the nation’s original sin, its characteristics, the ways in which it operates and its consequences on African-Americans particularly. It contends that it has established and rooted itself in the nation’s fabric since settler colonialism in the America’s in the 15th century. It has been consolidated and institutionalized through nation-building and maintained itself through astute resilience. At the end, this capacity to adapt itself and continue to exist despite serious challenges makes it hard to be routed.

Mots clés: White Supremacy/Supremacism, African-Americans, Discrimination, Injustice

A morphological approach to ɲԑ “eye”-compounds in Bamanankan

Coulibaly Issa, 

Résumé: This paper explores the extent to which lexical compounds are formed from the head ɲԑ (eye) in Bamanankan, a major language spoken in Mali. The study is guided by Vydrine’s (1999) construct of the classification of parts of speech in Bamanankan. The corpus is composed of words extracted from the electronic version of the Inkey Bambara dictionary and casual conversations. The study reveals that the majority of ɲԑ-compounds are characterized as nouns out of which a large part is both noun and verb. This particular finding is in line with Dumestre (2011) that there is porosity among the Bamanankan parts of speech.

Mots clés: Bamanankan, semantics, compound, lexical meaning, parts of speech, constituent

Integration of the Transitivity Model to probe Gender issues in Literary texts and its Implication on Teaching English as a Foreign Language

غاني يمينة,  وراد بلعباس, 

Résumé: The topicality of this paper lies in the effects of the linguistic utilization of literature that reflects social realities, mainly the crave of discerning complications on the relationship between men and women, inside a foreign language classroom. The aim of the present paper is to study the contribution of the Linguistic Analysis of literary works for unveiling the secrecy of gender dichotomy to the teaching of English as a Foreign Language. Hence, it is the aim of this paper to develop a working systemic-functional model through proposing lexico- grammatical strategies for the ideational construal in meaning-making. It is based on the analysis of verbs (processes) used by male and female characters selected from some literary works, attached to different cultural backgrounds. This study postulates that analysis of language choice serves as a means to enable foreign language learners have an obvious reflection over gender-specific issues to enhance culture learning. Therefore, we recommend that the aforesaid framework can be utilized as a pedagogical tool in teaching EFL to improve the dynamics of socio-cultural practices taking place in classroom learning context.

Mots clés: culture learning ; gender ; literature didactics ; ideational meta-function ; processes ; TEFL

“We vs. They” and the Polarizing Strategy in Bush's West Point speech (June 1, 2002): The Securitization of Iraqi Regime

Benmerabet Naim, 

Résumé: This article investigates the manipulation of the pronouns “we” and “they” by President Bush in his West Point speech of June 1, 2002. The US president mobilized these pronominal choices to buttress US claims about Iraqi threat and to legitimize US preventive war against Saddam Hussein's regime whose repercussions culminated in the relinquishment of just war rules. The article focuses on disclosing the ideological implications of these choices through the lens of Norman Fairclough’s three-dimensional model of critical discourse analysis. It more specifically elucidates how President Bush harnessed these personal pronouns to re-articulate and co-construct the US identity as being the incarnation of absolute good in contradistinction with the identity of the other (Iraqi regime in this context) which was depicted as being synonymous of absolute evil.

Mots clés: we" vs. "they ; CDA; ; G. W. Bush administration; ; Iraqi regime; ; war on Iraq