مجلة البحوث و الدراسات الإنسانية
Volume 8, Numéro 16, Pages 593-612

Qualité Du Langage Et Réussite Scolaire.

Auteurs : Makhbouche Amar . Boumediene Slimane .

Résumé

In this theoretical study, we try to bring out the relation between mother tongue parents and school success. According to sociolinguistics, the human psychological, intellectual, cognitive development and identification aspects are shaped by the mother tongue. Yet, it is noticed that our the Algerian dialect does not satisfy allophone child rearing because it often disconnects him from his sociolinguistic context and it puts him in front of a learning disability situation. Thus, language creates the thought. This latter is promoted at home which contributes to academic and social progress. In this theoretical study we try to bring out the relation between first parents tongue and school success. According to sociolinguistics the human construction in psychological, intellectual , cognitive and identity aspects begun with the first family language, but we noticed that our Algerian dialect don’t satisfy child rearing because it often disconnects him from his sociolinguistic ambience and it put him in front of a learning disability situation. This is the principal idea which we want to develop in this scientific paper.In this theoretical study, we try to bring out the relation between mother tongue parents and school success. According to sociolinguistics, the human psychological, intellectual, cognitive development and identification aspects are shaped by the mother tongue. Yet, it is noticed that our the Algerian dialect does not satisfy allophone child rearing because it often disconnects him from his sociolinguistic context and it puts him in front of a learning disability situation. Thus, language creates the thought. This latter is promoted at home which contributes to academic and social progress. In this theoretical study, we try to bring out the relation between mother tongue parents and school success. According to sociolinguistics, the human psychological, intellectual, cognitive development and identification aspects are shaped by the mother tongue. Yet, it is noticed that our the Algerian dialect does not satisfy allophone child rearing because it often disconnects him from his sociolinguistic context and it puts him in front of a learning disability situation. Thus, language creates the thought. This latter is promoted at home which contributes to academic and social progress.

Mots clés

Sociolinguistic rupture; Allophone child; Schooling.