Rabah Seba, a sociology professor specializing in anthropology, provided his perspective on Algeria's linguistic developments in an interview. The interview was published by Marianne on September 28, 2023. Marianne also published an article on August 17, 2025, titled "It is not the language that is targeted, but memory that is being erased: In Algeria, the eradication of French is underway," discussing the ongoing linguistic shift within the country. This article, published by Marianne, contributed to a broader public discourse surrounding the future of the French language in Algeria, noting concerns about cultural memory and linguistic identity. The sentiment expressed in the article's title reflects a particular interpretation of the changes underway, framing them as a deliberate effort to erase a part of Algeria's historical and cultural fabric.
Historical Context: Arabic in French Schools
A decree signed by De Gaulle on July 25, 1961, addressed the teaching of the Arabic language within public primary schools of the French sections in Algeria. This decree specifically concerned 'the teaching of the Arabic language in public primary schools of the French sections in Algeria', marking a significant, albeit late, recognition of the indigenous language within the colonial education system. Article 1 of this decree stipulated that "The teaching of the Arabic language is organized in public primary schools belonging to the French sections in Algeria, in accordance with the provisions of the following articles." This foundational statement established the framework for integrating Arabic language instruction into schools that had historically prioritized French. The decree's precise wording and detailed provisions indicate a formal attempt to structure this integration.
The decree further mandated in Article 2 that "This teaching shall be compulsory for pupils without distinction, in all schools provided with the necessary teaching staff. A decision by the Delegate General in Algeria shall annually determine the list of these schools." This made Arabic language instruction a mandatory component of the curriculum, ensuring its widespread implementation where resources permitted. The annual determination of eligible schools by the Delegate General in Algeria suggests a pragmatic approach to roll out the program, acknowledging the logistical challenges of staffing and resource allocation. This compulsory nature shows the intent to make Arabic language learning a universal experience for pupils in these specific French-section schools.
A phased plan for creating Arabic teacher positions was outlined in Article 3. This plan projected 120 positions for the 1961-1962 academic year, increasing to 150 for 1962-1963, 200 for 1963-1964, 300 for 1964-1965, and reaching 400 positions by the 1965-1966 academic year. This incremental approach to staffing demonstrates a long-term vision for the program's sustainability and expansion, aiming to gradually build up the necessary teaching capacity. The increasing number of positions over successive academic years reflects a commitment to scaling up Arabic language education across the specified schools. The careful planning for teacher recruitment and deployment notes the administrative effort behind this linguistic policy shift.
Article 4 of the decree gave pupils the freedom to choose between Classical Arabic or Colloquial Arabic, stating that "The language taught shall be Classical Arabic or Colloquial Arabic, with pupils having the freedom to choose either of these teachings." This provision acknowledged the linguistic diversity within Arabic itself, offering flexibility to students and their families. The choice between Classical Arabic, often associated with religious texts and formal literature, and Colloquial Arabic, representing everyday spoken dialects, provided a degree of cultural sensitivity within the educational framework. This freedom of choice aimed to make the learning process more accessible and relevant to the pupils' diverse backgrounds and potential future uses of the language.
The Evian Accords, which paved the way for Algeria's independence, were signed in March 1962, less than a year after this decree was issued. The timing of the decree, just months before the signing of the accords that would grant Algeria independence, situates it within a period of significant political transition. This historical context suggests that the decree, while seemingly progressive in its intent to promote Arabic, was enacted during the twilight of French colonial rule. Its long-term impact on the linguistic landscape post-independence would be shaped by the new sovereign Algerian state's policies.
The Narrative of Decline
Kamel Daoud, an Algerian novelist, penned an editorial in the French magazine Le Point titled "The French language is immortal because...". The piece contributed to the ongoing discussion surrounding the status of French in Algeria. Daoud's editorial, published in a prominent French magazine, signals the international dimension of this linguistic debate, attracting attention from both Algerian and French audiences. His perspective, as an Algerian novelist engaging with the French language, adds a nuanced voice to the discourse, often challenging simplistic narratives of linguistic decline or eradication. The title itself suggests a defense or an affirmation of the enduring presence and value of the French language, even amidst policy changes.
Ahmed Tessa, an educator with extensive experience, has been identified as one of the few Algerian figures to publicly oppose the Ministry of Education's initiative to diminish the role of French within Algerian schools. His stance notes a divergence of opinion regarding the country's linguistic direction. Tessa's long experience in education lends weight to his critique, suggesting an informed perspective on the practical implications of such policy changes. His public opposition is notable, indicating that while there may be a prevailing governmental direction, there are also dissenting voices within Algerian society, particularly among those deeply involved in the educational sector. These figures often articulate concerns about the potential impact on students' access to knowledge, international communication, and economic opportunities.
Reordering Priorities, Not Erasing Identity
The article 'Shakespeare vs. Molière in Algeria' was published by Le Point on July 25, 2026, contributing to the ongoing discussion about linguistic choices in Algeria. This publication appears within a broader context of re-evaluating the role of languages in the country's educational system and public life. The metaphorical title, pitting Shakespeare against Molière, encapsulates the perceived tension between English and French as dominant foreign languages in Algeria's educational and cultural sphere. This article further illustrates the persistent international media interest in Algeria's linguistic policies and their implications. The discussion extends beyond mere language instruction to encompass broader questions of cultural influence, national identity, and global engagement.
A decree signed by De Gaulle on July 25, 1961, which addressed the teaching of Arabic in public primary schools of the French sections in Algeria, also included provisions for its assessment. Article 5 of this decree stipulated that "An examination in Classical Arabic or Colloquial Arabic shall be added to the Primary Education Certificate examination in the French sections in Algeria." This measure aimed to integrate Arabic language proficiency into the formal educational evaluation structure during that period. The inclusion of an Arabic language examination as part of the Primary Education Certificate showed the seriousness with which this new policy was intended to be implemented. It meant that students' performance in Arabic would officially contribute to their academic record, thereby incentivizing its study and recognizing its importance within the curriculum.
The decree's implementation details specified that the choice between Classical Arabic or Colloquial Arabic for the examination would be left to the pupils, mirroring the choice offered in instruction. This consistency ensured that students would be assessed in the specific form of Arabic they had chosen to study, maintaining fairness and relevance. The formalization of Arabic language assessment through an official examination signifies a profound shift in the educational priorities of the time, even if it occurred under colonial administration. It laid a groundwork, however brief, for the recognition and evaluation of Arabic language skills within a system that had historically marginalized them. This historical precedent provides a complex backdrop to contemporary debates about language policy in Algeria, showing that the interplay between Arabic and other languages has a long and intricate history within the nation's educational framework.