A Discourse Analytic Study of Practices of Constructing National Linguistic Identity of Algerian EFL Learners

Abstract

In Algeria's multicultural landscape, the sustainable construction of national linguistic identity within foreign language education presents a multifaceted challenge. This corpus-based study aims to investigate official educational discourse to uncover the intent of Algerian educational authorities to establish a sustainable national linguistic identity among young language learners. Grounded in Critical Discourse Analysis, the study examines a documented presidential speech and legislative texts, employing the »absences/presences technique« of textual analysis. This method highlights not only what is present but also underscores the significance of what is absent from the official discourse. The research critically evaluates fundamental assumptions about language functions and the objectives of foreign language courses. The analysis reveals a concerted effort in the official discourse to sustain national linguistic identity among learners, emphasizing adherence to Algerian values and cultural specificities. The documents underscore the importance of mastering Arabic, promoting Tamazight, and learning foreign languages, positioning foreign languages as a conduit for intercultural dialogue and understanding. This study provides insights for policymakers and educators to enhance multicultural education and ensure the effective integration of intercultural principles into classroom practices.