Abstract:
The teaching of disciplines is based on the acquisition of competences (skills)
related to the specialty itself, and implies language skills which are supposed
to be conveyed in this case by standard Arabic. However, observation has
demonstrated the presence of other languages in the discourse of teachers and
their learners, thus arising (showing) one of the major manifestations of
language’s contact which is coding alternation.
Our comparative analysis on the study of coding alternation in the
departments of psychology and sociology at Constantine University tries in
one hand to understand qualitatively and quantitatively the operation
(functioning) of alternations in the Algerian academic context, on the other
hand to identify the languages involved in this context, as well as to determine
the types and functions of alternations in the discourse of teachers and their
learners.
We also try to explain the didactic repercussions of these CSs, distinguishing
the alternations that fall under (relate to) communication from those that focus
on learning.
