From Didactics to Learning Tamazight (Kabyle) Using a Model Text

This article addresses the shift of Tamazight to written practices and proposes a one-month teaching project to develop written production in Kabyle through a narrative model text. It discusses Amazigh-speaking learners’ difficulties in moving beyond orality, the need to appropriate writing norms (grammar, lexicon, and textual organization), and the value of competency-based progression. By drawing on text typology and language functions, the paper shows how sustained exercises can ‘regulate’ oral thinking into written discourse, fostering structured texts while contributing to much-needed pedagogical resources for Tamazight.