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AbstractThe objective of the present paper is to examine the role of sociolinguistics in explaining and reducing difficulties of French langue teaching/learning, especially in a rural setting. The first part of the paper describes the difficulties of teaching/learning French in a rural setting by referring to a survey that indicates that the acquisition of the French language in schools goes beyond mere linguistic abilities. It shows a wide gap between the performance of students in rural and urban settings. The second part of the paper shows how sociolinguistic variables could contribute to a better understanding of the situation and will definitely make French language training programs less discriminatory and more efficient.
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In Tunisia, the graphical-political order is clear : the Arabic language, the sole language recognized by the Constitution, is expressed by the Arab alphabet, the French one by the Latin alphabet, numbers are used to express quantities, and written Tunisian has no official visibility. By contrast, the writings of statutes on Facebook challenge these arrangements. I propose to understand these writings as expressions of horizontal citizenship initiating a process of recognizing a language that has no official visibility. From a linguistic anthropological viewpoint, Facebook becomes a space for questioning the role of the state in its definition of a scriptural form of citizenship. Finally, I argue that recognition processes are not necessarily supported by explicit claims. They can rather take place in a relatively banal and informal way.
Keywords: Achour Kallel, anthropologie du langage, citoyenneté, écritures, Facebook, langue, reconnaissance, Tunisie, Achour Kallel, Citizenship, Facebook, Language, Linguistic Anthropology, Recognition, Tunisia, Writing, Achour Kallel, antropología del lenguaje, ciudadanía, escrituras, Facebook, lengua, reconocimiento, Túnez