Teachers’ attitudes and perspectives towards diglossia in Algerian education

Diglossia, a sociolinguistic phenomenon, refers to the coexistence of two distinct varieties or dialects within the same language community. This phenomenon is widely observed around the world, with Algeria serving as a prominent example due to the interplay between Modern Standard Arabic (MSA) and Algerian Arabic. Despite its significance, limited research has explored the role of diglossia within Algerian academic settings, particularly regarding teachers' attitudes towards its use in the classroom. This study aims to fill this gap by investigating the prevalence of diglossia in Algerian secondary schools, with a specific focus on the attitudes of teachers at Moufdi Zakaria Secondary School across both scientific and literary disciplines. A questionnaire was administered to teachers to collect data on their perspectives and practices regarding the incorporation of diglossia in their teaching methods. The findings indicate that the use of diglossia in classrooms presents both advantages and challenges, influencing students' learning outcomes and comprehension abilities. While some teachers view diglossia as a helpful tool for bridging the gap between formal and colloquial language, others recognize potential drawbacks in terms of linguistic purity and academic rigor. This study provides valuable insights for educators, policymakers, and linguists, highlighting the need for a balanced approach to language use in educational contexts. Keywords: Attitudes; diglossia; secondary education; teachers