Article Title
Socio-didactics of Linguistic Representations of the Amazigh Language
Abstract
In the Moroccan university context, this paper examines students’ attitudes and social representations regarding the teaching of Amazigh and their impact on learning motivation. Grounded in socio-didactic and sociolinguistic approaches, it clarifies key notions such as attitude, representation, and linguistic image. It then analyzes data collected through a questionnaire and direct observation with a cohort of learners (semester 5, teaching option). Combining quantitative and qualitative readings, the study positions Amazigh within Morocco’s multilingual repertoire (Arabic, Amazigh, French, etc.) and discusses perceived status, domains of use, symbolic value, and factors that may hinder or support engagement with Amazigh learning.