Le Cadre De La Didactique De L’amazighe En Question

Agzul Tamaziɣt tedwel d tutlayt tamaddadt zeg 2011, tudef ɣar tinmel tameɣrabit, maca iqqan d ad ɣares yili tadidaktikt nnes weḥḥdes minzi ɣares isekkinen nnes n tesnilest i war yarwesn tutlayin nniḍen. Amenni ad inuissawal xef tadidaktikt maca awal xef tsaɣulin n tbidagujit d aṭṭaṣ ԑla ḥsab agama n umeggay: tadidaktikt n yiles ismeẓẓyen. Deg umezwaru, ad nssares aḍaḍ nneɣ xef yemxumbal ididaktikiyyen n uselmed d ulemmud i illan deg yedlisen n tmaziɣt. Wiss sin, ad nscen niɣ ad naṛcem anaw n tadidaktikt n yedlisen n tmaziɣt, ԑawed ad nẓaṛ ma tadidaktikt n tmaziɣt tudes i tenni n taԑrabt, niɣ i tenni n tefṛanṣiṣt, niɣ tenni n tmaziɣt tudes itent s sin itsent. ɣar uneggaru, ad newc imedyaten niɣ anawen zeg cra n yemxumbal niɣ n tmukrisin n umawal adidaktiki i issiqsiḥen asmuni niɣ tanawt n tmaziɣt tameɣrabit d tmegga n umawal nnes. Abstract Amazigh, which has become a constitutionally official language since 2011 and has been integrated into education for fifteen school years, will necessarily develop its own didactics; one that will account for its specificities both linguistic and heuristic. My paper deals with didactics but references to pedagogy are frequent given the nature of the subject: didactics of a minor language. We will try in the first place, and from Moroccan Amazigh textbooks to point out some didactic problems that hinder the teaching learning of Amazigh. Secondly, we will try to show the type of didactics adopted in Amazigh textbooks while showing if the didactics of Amazigh are close to those of Arabic, French or Arabic and that of the French together. Finally, we will illustrate with a few specific cases the problem posed by the didactic lexicon in the unification of the Amazigh and the making of a Moroccan Amazigh dictionary.