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 ‫ﺣﻮﺍﺭ ﺍﻷﻓﻜﺎﺭ‬
‫ﻣﻨﱪ ﻣﻔﺘﻮﺡ‪:‬‬
‫‪ -‬ﺍﻟﺘﻔﻜﲑ ﺍﳊﺮ ﺍﳍﺎﺩﻑ ﻭﺗﺒﺎﺩﻝ ﺍﻟﺮﺃﻱ ﺣﻮﻝ ﻗﻀﺎﻳﺎ‪ :‬ﺍﻟﻠﺴﺎﻥ‬
‫ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﺍﳌﻌﺎﺻﺮﺓ ﻭﺍﻟﺘﺎﺭﳜﻴﺔ‪.‬‬

‫ﻣﻮﺍﺋﺪﻩ‪:‬‬
‫™ ﺃﻃﺮﻭﺣﺎﺕ ﻟﻠﻤﻨﺎﻗﺸﺔ ﻣﻊ ﲨﻬﻮﺭ ﺍﳌﺜﻘﻔﲔ‪.‬‬
‫™ ﻣﻮﺍﺋﺪ ﻣﺴﺘﺪﻳﺮﺓ ﻟﺘﺒﺎﺩﻝ ﺍﻟﺮﺃﻱ‪ :‬ﺍﺗﻔﺎﻕ ﻭﺍﺧﺘﻼﻑ‪.‬‬
‫™ ﺃﻳﺎﻡ ﺩﺭﺍﺳﻴﺔ ﺣﻮﻝ ﻣﺴﺎﺋﻞ ﺗﺸﻐﻞ ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ‪.‬‬

‫ﻫﺪﻓﻪ‪:‬‬
‫ﲢﺪﻳﺚ ﺍﻷﺻﺎﻟﺔ ﻭﺃﺻﺎﻟﺔ ﺍﻟﺘﺤﺪﻳﺚ ﻭﲡﺪﻳﺪ ﺍﳋﻄﺎﺏ ﺣﻮﻝ‬
‫ﺍﻟﻮﺍﻗﻊ ﻭﺍﳌﺄﻣﻮﻝ‪.‬‬
 ‫ﺳﻠﺴﻠﺔ ﻣﻨﺸﻮﺭﺍﺕ ﺍﳉﻴﺐ‬
‫ﻣﻦ ﺇﺻﺪﺍﺭ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳉﺰﺍﺋﺮ‬

‫ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‬

‫ﺟﻮﻳﻠﻴﺔ ‪2007‬‬

‫ﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﻭﺇﺧﺮﺍﺝ‪ :‬ﺷﺮﻛﺔ ﻛﻠﻴﻚ ﳋﺪﻣﺎﺕ ﺍﳊﺎﺳﻮﺏ‬

‫‪021.82.96.37‬‬ ‫ﺍﳍﺎﺗﻒ ﻭﺍﻟﻔﺎﻛﺲ‪:‬‬

‫‪clic@wissal.dz‬‬ ‫ﺍﻟﱪﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﱐ‪:‬‬

 ‫ﺭﺋـﺎﺳﺔ ﺍﳉﻤﻬﻮﺭﻳــﺔ‬
‫ﺍﳌـﺠﻠــﺲ ﺍﻷﻋﻠـﻰ ﻟﻠﻐـﺔ ﺍﻟﻌﺮﺑﻴــﺔ‬

‫‪ -‬ﻣﻨﱪ ﺣﻮﺍﺭ ﺍﻷﻓﻜﺎﺭ ‪-‬‬

‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﳏﺎﺿﺮﺓ ﻟﻸﺳﺘﺎﺫ ‪ /‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ‬

‫‪ 04 -‬ﻣﺎﺭﺱ ‪-2007‬‬ ‫ﻓﻨﺪﻕ ﺍﻷﻭﺭﺍﺳﻲ‬

‫‪2007‬‬ ‫ﺍﳉﺰﺍﺋﺮ‬
‫‪5‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻧﺒﺬﺓ ﻋﻦ ﻣﺴﺎﺭ‬
‫ﺍﻟﺴﻴﺪ ‪ /‬ﻋﺒﺪ ﺍﻟﺤﻤﻴﺪ ﻣﻬﺮﻱ‬

‫ـ ﻣﻦ ﻣﻮﺍﻟﻴﺪ ‪ 03‬ﺃﺑﺮﻳﻞ ‪1926‬ﻡ‪ ،‬ﺑﺎﳋﺮﻭﺏ ﻗﺴﻨﻄﻴﻨﺔ‬

‫ـ ﻋﻀﻮ ﻣﻨﺎﺿﻞ ﰲ ﺣﺰﺏ ﺍﻟﺸﻌﺐ ﻭﺣﺮﻛﺔ ﺍﻧﺘـﺼﺎﺭ‬
‫ﺍﳊﺮﻳﺎﺕ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‪ ،‬ﻭﻋﻀﻮ ﺍﻟﻠﺠﻨﺔ ﺍﳌﺮﻛﺰﻳﺔ ‪1953‬ﻡ‪.‬‬
‫ـ ﺃﻭﻝ ﻣﻦ ﺣﺎﻭﻝ ﺗﻮﺣﻴﺪ ﺍﳊﺮﻛﺔ ﺍﻟﻨﻀﺎﻟﻴﺔ ﺍﻟﺘﺤﺮﺭﻳـﺔ‬
‫ﻋﱪ ﺑﻠﺪﺍﻥ ﺍﳌﻐﺮﺏ ﺍﻟﻌﺮﰊ‪.‬‬
‫ـ ﺍﻟﺘﺤﻖ ﺑﺼﻔﻮﻑ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟـﻮﻃﲏ ‪1954‬ﻡ‪،‬‬
‫ﻭﻋﻴ‪‬ﻦ ﻣﻦ ﻃﺮﻑ ﺍﻟﺜﻮﺭﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﳑﺜﻼ ﳍﺎ ﰲ ﺳﻮﺭﻳﺎ‪.‬‬
‫ـ ﻭﻣﺎ ﺇﻥ ﺣﻠﺖ ﺳﻨﺔ ‪1956‬ﻡ ﺣﱴ ﺃﺻـﺒﺢ ﻋـﻀﻮﺍ ﰲ‬
‫ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﻠﺜﻮﺭﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ‪ ،‬ﻭﻋﻀﻮﺍ ﲟﺠﻠﺲ ﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫ـ ﻋﻴ‪‬ﻦ ﻭﺯﻳﺮﺍ ﻟﺸﺆﻭﻥ ﺇﻓﺮﻳﻘﻴﺎ ﰲ ﺍﳊﻜﻮﻣﺔ ﺍﳌﺆﻗﺘـﺔ‬
‫ﺳﻨﺔ ‪1958‬ﻡ‪.‬‬
‫ـ ﻋﲔ ﻭﺯﻳﺮﺍ ﻟﻠﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﰲ ﺍﻟﺘﻌﺪﻳﻞ‬
‫ﺍﳊﻜﻮﻣﻲ ﺍﻷﻭﻝ‪.‬‬
‫‪6‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ـ ﺑﻌﺪ ﺍﻻﺳﺘﻘﻼﻝ ﺍﻟﺘﺤﻖ ﺑﺴﻠﻚ ﺍﻟﺘﻌﻠﻴﻢ ﻛﺄﺳﺘﺎﺫ ﺑﺜﺎﻧﻮﻳﺔ‬

‫ﻋﻤﺎﺭﺓ ﺭﺷﻴﺪ ﰲ ﺳﻨﺔ ‪1964‬ﻡ‪.‬‬
‫ـ ﻋﻴ‪‬ﻦ ﻣﺪﻳﺮﺍ ﻟﻠﻤﺪﺭﺳﺔ ﺍﻟﻌﻠﻴﺎ ﻟﻸﺳﺎﺗﺬﺓ ﺑﺒﻮﺯﺭﻳﻌـﺔ ﰲ‬
‫ﺳﻨﺔ ‪1965‬ﻡ‪.‬‬
‫ـ ﻋﲔ ﺃﻣﻴﻨﺎ ﻋﺎﻣﺎ ﻟﻮﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻣـﻦ ‪1970‬ﻡ‬
‫ﺇﱃ ﻏﺎﻳﺔ ‪1977‬ﻡ‪.‬‬
‫ـ ﰲ ﺳﻨﺔ ‪1970‬ﻡ ﻋﻴ‪‬ﻦ ﻭﺯﻳﺮﺍ ﻟﻺﻋﻼﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫ـ ﰲ ﺟﻮﻳﻠﻴﺔ ‪1980‬ﻡ ﻋﻴ‪‬ﻦ ﺭﺋﻴﺴﺎ ﻟﻠﺠﻨﺔ ﺍﻹﻋﻼﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻟﺘﻜﻮﻳﻦ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﺠﻨﺔ ﺍﳌﺮﻛﺰﻳﺔ ﳊﺰﺏ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﻮﻃﲏ‪.‬‬
‫ـ ﻣﺎﺭﺱ ‪1984‬ﻡ ﺇﱃ ‪1988‬ﻡ ﺷﻐﻞ ﻣﻨـﺼﺐ ﺳـﻔﲑ‬
‫ﺍﳉﺰﺍﺋﺮ ﺑﻔﺮﻧﺴﺎ ﰒ ﺑﺎﳌﻐﺮﺏ‪،‬‬
‫ـ ﻭﻋﻠﻰ ﺇﺛﺮ ﺃﺣﺪﺍﺙ ﺃﻛﺘﻮﺑﺮ ‪1988‬ﻡ ﻋﺎﺩ ﺇﱃ ﺍﳉﺰﺍﺋﺮ‬
‫ﻟﺘﻮﱄ ﻗﻴﺎﺩﺓ ﺣﺰﺏ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﻮﻃﲏ‪ ،‬ﻭﺍﻧﺘﺨﺐ ﺃﻣﻴﻨﺎ ﻋﺎﻣﺎ‬
‫ﻟﻠﺤﺰﺏ ﰲ ‪1996‬ﻡ‪.‬‬
‫‪7‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻟﻸﺳﺘﺎﺫ ‪ /‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ‬

‫ﺗﻨﺸﻴﻂ‪:‬ﺍﻷﺳﺘﺎﺫ ﻋﺜﻤﺎﱐ ﺍﳍﺎﴰﻲ‬

‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﺎﻥ ﺍﻟﺮﺣﻴﻢ‬
‫ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺃﺷﺮﻑ ﺍﳌﺮﺳﻠﲔ ‪..‬‬
‫ﻣﻌﺎﱄ ﺍﻟﺴﻴﺪ ﺭﺋﻴﺲ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻌﺎﱄ ﺍﻟﺴﺎﺩﺓ ﺍﻟﻮﺯﺭﺍﺀ‬
‫ﺍﻟﺴﻴﺪﺍﺕ ﻭﺍﻟﺴﺎﺩﺓ ﺍﳊﻀﻮﺭ‬
‫ﻟﻘﺪ ﻋﻮﺩﱐ ﺍﻷﺥ ﺍﻟﻜﺮﱘ ﺍﻷﺳﺘﺎﺫ ﳏﻤﺪ ﺍﻟﻌﺮﰊ ﻭﻟـﺪ‬
‫ﺧﻠﻴﻔﺔ ﺑﺪﻋﻮﰐ ﳊﻀﻮﺭ ﻧﺸﺎﻃﺎﺕ ﺍ‪‬ﻠـﺲ ﺃﻭ ﺍﳌـﺸﺎﺭﻛﺔ ﰲ‬
‫ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻹﻋﺪﺍﺩ ﻟﻨﺪﻭﺍﺕ ﺃﻭ ﺍﳌﺴﺎﳘﺔ ﰲ ﺇﻧﺘﺎﺝ‬
‫ﻋﻠﻤﻲ ﻳﺸﺮﻑ ﻋﻠﻴﻪ ﺍ‪‬ﻠﺲ‪.‬‬
‫ﻟﻜﻦ ﺩﻋﻮﰐ ﻫﺬﻩ ﺍﳌﺮﺓ ﲣﺘﻠﻒ ﻋﻦ ﺳـﺎﺑﻘﺎ‪‬ﺎ ﻓﻘـﺪ‬
‫ﺷﺮﻓﲏ ﺍﻟﻴﻮﻡ‪ ،‬ﺍﻷﺥ ﺭﺋﻴﺲ ﺍ‪‬ﻠﺲ ﺍﳌﺴﺘﺤﻖ ﻟﻜﻞ ﺗﻘـﺪﻳﺮﻱ‬
‫ﻭﻋﺮﻓﺎﱐ ﺑﺄﻥ ﻃﻠﺐ ﻣﲏ ﺗﻨﺸﻴﻂ ﺣﻠﻘﺔ ﻣﻦ ﺣﻠﻘﺎﺕ " ﻣﻨـﱪ‬
‫ﺣﻮﺍﺭ ﺍﻷﻓﻜﺎﺭ " ﻳﻜﻮﻥ ﺍﶈﺎﺿﺮ ﻓﻴﻬﺎ ﺷﺨﺼﻴﺔ ﻻ ﲢﺘـﺎﺝ ﺇﱃ‬
‫‪8‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺗﻌﺮﻳﻒ‪ ،‬ﻷﻧﻪ ﺇﻧﺴﺎﻥ ﳛﺐ ﻟﻠﻨﺎﺱ ﻭﻟﻮﻃﻨﻪ ﻣﺎ ﳛﺐ ﻟﻨﻔـﺴﻪ‪،‬‬

‫ﻛﺮﻣﻪ ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ ﺑﺎﻟﻌﻘﻞ ﺍﻟﺴﺪﻳﺪ ﻭﺍﻟﺼﱪ ﺍﳉﻤﻴـﻞ‬
‫ﺣﱴ ﺇﻧﻪ ﻟﻘﺐ ﲝﻜﻴﻢ ﺍﻟﺜﻮﺭﺓ‪ ،‬ﺍﺑﻦ ﺍﳉﺰﺍﺋﺮ ﺍﻟﺒﺎﺭ ﻭﺃﺣﺪ ﺃﻗﻄﺎ‪‬ﺎ‬
‫ﺟﻬﺎﺩﻳﺎ‪ ،‬ﻭﺳﻴﺎﺳﻴﺎ‪ ،‬ﻭﺛﻘﺎﻓﻴﺎ‪ ،‬ﺇﻧﻪ ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ‪،‬‬
‫ﻭﻗﺒﻞ ﺃﻥ ﺃﺣﻴﻞ ﺍﻟﻜﻠﻤﺔ ﻟﻸﺳﺘﺎﺫ ﺍﶈﺎﺿﺮ‪ ،‬ﺃﺩﻋﻮ ﻣﻌﺎﱄ ﺭﺋﻴﺲ‬
‫ﺍ‪‬ﻠﺲ ﺍﻟﺴﻴﺪ ﳏﻤﺪ ﺍﻟﻌﺮﰊ ﻭﻟﺪ ﺧﻠﻴﻔﺔ ﻟﻴﻘﺪﻡ ﶈﺔ ﻋﻦ ﺍﶈﺎﺿﺮ‬
‫ﻭﻣﻮﺿﻮﻉ ﺍﻟﻴﻮﻡ ﰲ ﻣﻨﱪ ﺣﻮﺍﺭ ﺍﻷﻓﻜﺎﺭ ﺣﻮﻝ‪ :‬ﺃﳘﻴﺔ ﻭﺿـﻊ‬
‫ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ ﻓﻠﻴﺘﻔﻀﻞ ﻣﺸﻜﻮﺭﺍ‪.‬‬
‫‪9‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻷﺳﺘﺎﺫ ﺍﶈﺎﺿﺮ‪ :‬ﻣﺴﺎﺭ ﻭﻣﻮﺍﻗﻒ‬

‫ﺩ ‪ /‬ﳏﻤﺪ ﺍﻟﻌﺮﰊ ﻭﻟﺪ ﺧﻠﻴﻔﺔ‪،‬‬

‫ﻟﻦ ﺃﻗﻮﻝ ﰲ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻮﺟﺰﺓ ﺃﻥ ﺳـﻲ ﻋﺒـﺪ‬

‫ﺍﳊﻤﻴﺪ ﻏﲏ ﻋﻦ ﺍﻟﺘﻌﺮﻳﻒ‪ ،‬ﻓﺎﻷﺻﺢ ﺃﻧﻪ ﻣﻦ ﺍﻟﺼﻌﺐ ﺗﻘـﺪﱘ‬
‫ﺷﺨﺼﻴﺔ ﻭﻃﻨﻴﺔ ﲡﺎﻭﺯ ﺻﻴﺘﻬﺎ ﻭﲰﻌﺘﻬﺎ ﺣﺪﻭﺩ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻣﺴﲑﺓ‬
‫ﻧﻀﺎﻟﻴﺔ ﻧﺎﺻﻌﺔ ﻻ ﺷﺒﻬﺔ ﻓﻴﻬﺎ‪ ،‬ﻣﻦ ﺍﳊﺮﻛﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺇﱃ ﺍﻟﺜﻮﺭﺓ‬
‫ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﺍﻟﻜﱪﻯ‪ ،‬ﲢﻤﻞ ﺧﻼﳍﺎ ﻣﺴﺆﻭﻟﻴﺎﺕ ﰲ ﳐﺘﻠﻒ ﻫﻴﺎﻛﻞ‬
‫ﺍﳊﺰﺏ ﺍﻟﻮﻃﲏ ﺍﻷﻭﻝ ﰲ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻭﰲ ﻫﻴﺌﺎﺕ ﺍﻟﺜﻮﺭﺓ ﲜﺪﺍﺭﺓ‬
‫ﻭﺗﻮﺍﺿﻊ ﺍﳌﻨﺎﺿﻠﲔ‪.‬‬
‫ﻭﻣﺎ ﺃﻥ ﺃﺷﺮﻗﺖ ﴰﺲ ﺍﳊﺮﻳﺔ ﻭﺣﻘﻘﺖ ﺍﳉﺰﺍﺋﺮ ﻫـﺪﻓﻬﺎ‬
‫ﺍﻷﻭﻝ ﺃﻻ ﻭﻫﻮ ﺍﻻﺳﺘﻘﻼﻝ ﺍﻟﺬﻱ ﻛﺎﻥ ﺍﳌﻄﻠﺐ ﺍﻟﺬﻱ ﺃﲨﻌـﺖ‬
‫ﻋﻠﻴﻪ ﻭﺿﺤ‪‬ﺖ ﰲ ﺳﺒﻴﻠﻪ ﺃﻏﻠﺒﻴ‪‬ﺔ ﻣﻦ ﺍﻟﺸﻌﺐ ﺍﳉﺰﺍﺋﺮﻱ‪ ،‬ﺣﱴ ﻋﺎﺩ‬
‫ﺍﻷﺳﺘﺎﺫ ﻣﻬﺮﻱ ﺇﱃ ﺇﺣﺪﻯ ﺃﺷﺮﻑ ﺍﳌﻬﻦ ﻭﻫﻲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﱵ ﺗﺒﲏ‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﺍﹲﻧﻄﻼﻗﺎ ﻣﻦ ﺣﻘﺎﺋﻖ ﺍﳊﺎﺿﺮ‪ ،‬ﻭﱂ ﻳﺒﺘﻌﺪ ﻋـﻦ ﻣﻬﻨـﺔ‬
‫ﺍﻟﻀﻤﲑ )ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻜﻮﻳﻦ( ﻃﻮﺍﻝ ﻣﺴﲑﺗﻪ ﺍﻟﻼﺣﻘﺔ ﰲ ﺍﻟﻌﺪﻳـﺪ‬
‫ﻣﻦ ﺍﳌﻮﺍﻗﻊ ﰲ ﺍﻟﻮﺯﺍﺭﺓ ﻭﺍﻟﺴﻔﺎﺭﺓ ﻭﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ‪.‬‬
‫ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺭﺟﻞ ﻣﺒﺎﺩﺉ ﻭﻣﻮﺍﻗﻒ‪ ،‬ﻳﺪﺍﻓﻊ ﻋﻨﻬﺎ‬
‫‪‬ﺪﻭﺀ ﺍﳌﻔﻜﺮ ﺍﻟﺬﻱ ﻳﺴﺘﻠﻬﻢ ﺍﻟﺘﺎﺭﻳﺦ ﻭﻳﺴﺘﻨﻄﻖ ﻣﺘﻐﲑﺍﺕ ﺍﻟﻮﺍﻗﻊ‪،‬‬
‫‪10‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻟﻴﺲ ﺑﺎﻟﺮﺟﻞ ﺍﳌﺜﺎﱄ ﺍﻻﻧﺴﺤﺎﰊ ﺍﻟﺬﻱ ﻳﺒﲏ ﻋﺎﳌﺎ ﻣـﻦ ﺍﳋﻴـﺎﻝ‬

‫ﻭﺍﻷﺳﻄﻮﺭﺓ ﻭﻻ ﺑﺎﻻﻣﱪﻳﻘﻲ ‪ Empiriste‬ﺍﻟﺘﺠﺮﻳﱯ ﺍﻟﺬﻱ ﺗﺸﻐﻠﻪ‬
‫ﺍﳉﺰﺋﻴﺎﺕ ﻋﻦ ﺍﻟﻜﻠﻴﺎﺕ ﻭﺍﻟﻐﺎﻳﺎﺕ‪.‬‬
‫ﳏﺎﺿﺮﻧﺎ ﰲ ﻣﻨﱪ ﺣﻮﺍﺭ ﺍﻷﻓﻜﺎﺭ ﳍﺬﺍ ﺍﻟﻴﻮﻡ ﺳﻴﺎﺳـﻲ‬
‫ﻣﺜﻘﻒ ﻭﻣﺜﻘﻒ ﺳﻴﺎﺳﻲ‪ ،‬ﺳﻮﺍﺀ ﲢﺪﺙ ﺃﻭ ﻛﺘﺐ ﺃﻭ ﻧـﺎﻗﺶ‬
‫ﻗﻀﻴﺔ‪ ،‬ﳑﺎ ﻳﻬﻢ ﺍﻟﻮﻃﻦ ﻭﺍﳌﻨﻄﻘﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﻟﺸﻌﻮﺏ‬
‫ﺍﳌﺴﺘﻀﻌﻔﺔ ﻭﺍﳌﻈﻠﻮﻣﺔ ﻣﻦ ﻧﻔﺴﻬﺎ ﻭﻣﻦ ﻗﻮﻯ ﺍﳍﻴﻤﻨـﺔ ﺍﻟـﱵ‬
‫ﻓﺮﺿﺖ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎ ﺑﺮﺿﻰ ﺑﻌﺾ ﳔﺒﻬﺎ ﺍﻟﺘﺒﻌﻴﺔ ﻭﺍﻹﺫﻻﻝ‪.‬‬
‫ﻗﺪ ﺗﺘﻔﻖ ﻣﻊ ﺳﻲ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﰲ ﻣﻮﺍﻗﻔﻪ ﻭﺁﺭﺍﺋﻪ‪ ،‬ﻭﻗـﺪ‬
‫ﲣﺘﻠﻒ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﻔﺮﺽ ﻋﻠﻴﻚ ﺍﺣﺘﺮﺍﻣﻪ‪ ،‬ﻭﻟﻴﺲ ﰲ ﺍﻷﻣﺮ ﺳـﺤﺮ‬
‫ﺃﻭ ﺇﻛﺴﲑ ﻛﻤﻴﺎﺋﻲ ﳎﻬﻮﻝ‪ ،‬ﺇﻥ ﺍﻟﺴﺒﺐ ﻫﻮ ﺃﻥ ﺍﻟﺮﺟﻞ ﻧﻈﻴـﻒ‬
‫ﺍﻟﻴﺪ ﻭﺍﻟﻠﺴﺎﻥ‪ ،‬ﲨﻊ ﺑﲔ ﺣﻜﻤﺔ ﺍ‪‬ﺮﺏ ﻭﺣﻴﻮﻳﺔ ﺍﻟﺸﺒﺎﺏ‪.‬‬
‫ﻻ ﺃﻗﻮﻝ ﺷﻴﺌﺎ ﻋﻦ ﻣﻮﺿﻮﻉ ﺍﶈﺎﺿﺮﺓ ﻭﺃﺑﻮ ﺍﳌﺪﺭﺳـﺔ‪،‬‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻣﺸﺮﻭﻋﺎ ﻭﻣﻀﺎﻣﲔ ﻳﺘﺼﺪﺭ ﺍﻟﻘﺎﻋﺔ‪ ،‬ﺃﻟﻴﺲ ﻣﻦ ﺍﻟﺘﻘﺪﻳﺮ‬
‫ﳉﻬﻮﺩﻩ ﻭﺍﺟﺘﻬﺎﺩﺍﺗﻪ ﺃﻥ ﻧﺒﺪﺃ ﺑﺎﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺳﻲ ﻋﺒﺪ ﺍﳊﻤﻴـﺪ‬
‫ﺃﺩﺍﻡ ﺍﷲ ﻋﺎﻓﻴﺘﻪ ﻭﺃﻃﺎﻝ ﻋﻤﺮﻩ‪ ،‬ﻭﻫﻮ ﻳﺘﺤﺪﺙ ﺇﻟﻴﻨﺎ ﻣﻦ ﻣﺮﻛـﺰ‬
‫ﺍﳌﺪﻳﻨﺔ‪...‬ﰲ ﻓﻨﺪﻕ ﺍﻷﻭﺭﺍﺳﻲ؟‪.‬‬
‫‪11‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺃﳘﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ‪،‬‬

‫ﺃﻳﺘﻬﺎ ﺍﻟﺴﻴﺪﺍﺕ ﻭﺍﻟﺴﺎﺩﺓ ‪..‬‬

‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‪..‬‬
‫ﺃﻭﻻ ﺃﺗﻮﺟﻪ ﺑﺎﻟﺸﻜﺮ ﺇﱃ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇﱃ‬
‫ﺭﺋﻴﺴﻪ ﺍﻟﺴﻴﺪ ﳏﻤﺪ ﺍﻟﻌﺮﰊ ﻭﻟﺪ ﺧﻠﻴﻔﺔ‪ ،‬ﻋﻠـﻰ ﻫـﺬﻩ ﺍﻟـﺪﻋﻮﺓ‬
‫ﺍﻟﻜﺮﳝﺔ‪ ،‬ﻟﻨﺘﻨﺎﻭﻝ ﻛﻠﻤﺔ ﰲ ﻣﻮﺿﻮﻉ ﺃﺳﺎﺳﻲ ﻭﻫـﺎﻡ ﰲ ﺣﻴﺎﺗﻨـﺎ‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﺃﻭﺟﻪ ﺷﻜﺮﻱ ﺃﻳﻀﺎ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻄﻴﺒـﺔ‬
‫ﺍﻟﱵ ﺗﻔﻀﻼ ‪‬ﺎ ﺍﻷﺥ ﺩ‪ .‬ﳏﻤﺪ ﺍﻟﻌﺮﰊ ﻭﻟﺪ ﺧﻠﻴﻔﺔ ﻭﺍﻷﺥ ﻋﺜﻤﺎﱐ‬
‫ﺍﳍﺎﴰﻲ‪ ،‬ﻭﺃﺷﻜﺮ ﳍﻤﺎ ﺣﺴﻦ ﻇﻨﻬﻢ‪ ،‬ﻭﺃﺭﺟﻮ ﺃﻥ ﺃﻛـﻮﻥ ﻋﻨـﺪ‬
‫ﺣﺴﻦ ﻫﺬﺍ ﺍﻟﻈﻦ‪ ،‬ﻋﻨﻮﺍﻥ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ‪ :‬ﺃﳘﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ‬
‫ﻟﻠﻐﺎﺕ‪ ،‬ﻭﻫﻮ ﺟﺰﺀ ﻣﻦ ﻭﺛﻴﻘﺔ ﻋﺎﻣﺔ ﻗﺪﻣﺘﻬﺎ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﻮﻃﲏ‬
‫ﻟﻠﻤﺠﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﺪﻭﻟﺔ ﰲ ﺑﺪﺍﻳﺔ ﺍﻷﺯﻣﺔ‪ ،‬ﺗﻘﺘﺮﺡ ﻓﻴﻬﺎ ﲨﻠﺔ ﻣﻦ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﱵ ﻫﻲ ﺟﺪﻳﺮﺓ ﲝﻮﺍﺭ ﻭﻃﲏ ﻣﻌﻤﻖ ﻹﳚﺎﺩ ﺍﳊﻠﻮﻝ‬
‫ﺍﻟﻜﻔﻴﻠﺔ ﻹﺧﺮﺍﺝ ﺍﻟﺒﻼﺩ ﻣﻦ ﺃﺯﻣﺘﻬﺎ‪ ،‬ﺃﻗﺘﻄﻊ ﺍﻟﻴﻮﻡ ﻫﺬﺍ ﺍﻟﺒﻨﺪ ﻣـﻦ‬
‫ﻫﺬﻩ ﺍﳌﺬﻛﺮﺓ ﺍﻟﻌﺎﻣﺔ ﲟﻨﺎﺳﺒﺔ ﻫﺬﺍ ﺍﳌﻘﺎﻡ‪ ،‬ﻭﺍﻻﻗﺘﺮﺍﺡ ﻛﺎﻥ ﺻـﺎﺩﺭﺍ‬
‫ﻋﻦ ﻫﻴﺌﺎﺕ ﺣﺰﺏ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﻮﻃﲏ‪ ،‬ﺑﻌﺪ ﻣﻨﺎﻗﺸﺎﺕ ﻭﺑﻌﺪﻣﺎ‬
‫‪12‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﺗﻀﺤﺖ ﻟﻨﺎ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﺯﻣﺔ ﺍﻟﻌﺎﻣـﺔ ﺍﻟـﱵ‬

‫ﺗﻌﻴﺸﻬﺎ ﺍﻟﺒﻼﺩ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻧﺘﺤﺪﺙ ﻋﻦ ﺍﻟﺴﻴﺎﺳﺔ ﻓـﻸﻥ ﺍﻟﻮﺿـﻊ‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﳌﻮﺭﻭﺙ ﻋﻦ ﺍﻟﻌﻬﺪ ﺍﻻﺳﺘﻌﻤﺎﺭﻱ ﱂ ﻳﻜﻦ ﻧﺘﻴﺠﺔ ﺗﻔﺎﻋﻞ‬
‫ﺍﺟﺘﻤﺎﻋﻲ ﺃﻭ ﻧﺘﻴﺠﺔ ﻣﺒﺎﺩﻻﺕ ﺩﻭﻟﻴﺔ ﻃﺒﻴﻌﻴﺔ‪ ،‬ﻭﺇﳕﺎ ﻫﻮ ﻧﺘﻴﺠﺔ ﻋﻤﻞ‬
‫ﺳﻴﺎﺳﻲ ﻣﺮﺳﻮﻡ ﻭﻣﺪﺭﻭﺱ‪ ،‬ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﺍﻟﺬﻱ ﻓﺮﺽ ﻋﻠﻰ ﺍﳉﺰﺍﺋﺮ‬
‫ﺑﺄﺳﺎﻟﻴﺐ ﺳﻴﺎﺳﻴﺔ‪ ،‬ﳚﺐ ﺃﻥ ﳚﺎﺑﻪ ﺑﺴﻴﺎﺳﺔ ﳏﻜﻤﺔ ﳊﻞ ﻣﻌﻀﻼﺗﻪ‬
‫ﻭﺇﻳﺼﺎﻝ ﺍﳉﺰﺍﺋﺮ ﺇﱃ ﺣﻴﺰ ﺍﻻﻧﻌﺘﺎﻕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﻭﺗﻌﻘﻴﺪﺍﺗـﻪ‪،‬‬
‫ﻭﻋﻨﺪﻣﺎ ﻧﻘﻮﻝ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ‪ ،‬ﻧﻌﲏ ﺑﺴﻴﺎﺳﺔ ﻳﻜﻮﻥ ﻋﻠﻴﻬﺎ ﺍﻹﲨﺎﻉ‬
‫ﺃﻭ ﻋﻠﻰ ﺍﻷﻗﻞ ﺍﺗﻔﺎﻕ ﻏﺎﻟﺐ ﺑﲔ ﻛﻞ ﺍﳌﻬﺘﻤﲔ ‪‬ﺬﻩ ﺍﻟﻘﻀﺎﻳﺎ‪ ،‬ﻷﻥ‬
‫ﺃﻳﺔ ﺧﻄﺔ ﻟﺘﻐﻴﲑ ﺍﻟﺴﻴﺎﺳﺔ ﺍﳌﻮﺭﻭﺛﺔ ﻋﻦ ﺍﻟﻌﻬﺪ ﺍﻻﺳﺘﻌﻤﺎﺭﻱ ﻳﺘﻄﻠﺐ‬
‫ﻋﻤﻼ ﻣﺴﺘﻤﺮﺍ ﻭﻣﺘﻮﺍﺻﻼ ﻭﺭﲟﺎ ﻷﺟﻴﺎﻝ ﻋﺪﻳﺪﺓ‪.‬‬
‫ﳌﺎﺫﺍ ﺍﻟﻘﻮﻝ ﺑﺎﻟﻠﻐﺎﺕ ﺑﺼﻴﻐﺔ ﺍﳉﻤﻊ‪ ،‬ﻭﻟﻴﺲ ﻟﻐﺔ ﻭﺍﺣـﺪﺓ‪،‬‬
‫ﻹﻋﺘﻘﺎﺩﻱ ﺃﻥ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﺑﻌﻴﺪﺓ ﺍﳌﺪﻯ ﳚﺐ ﺃﻥ ﺗﺄﺧﺬ ﺑﻌـﲔ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﺍﳌﻄﺎﻟﺐ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ ﻣﻬﻤﺎ ﻛﺎﻧـﺖ‪،‬‬
‫ﻭﺫﻟﻚ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻣﻨﻈﻮﺭ ﻣﺸﺘﺮﻙ ﺗﺘﻜﺎﻣـﻞ ﻓﻴـﻪ ﺍﳌﻄﺎﻟـﺐ‬
‫ﺴﺔ ﻋﻠﻤﻴﺎ ﻟﻴﺘﻤﻜﻦ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻭﺍﻟﻌﻠﻤﺎﺀ‬
‫ﺍﳌﺸﺮﻭﻋﺔ ﻭﺍﳌﻌﻘﻮﻟﺔ ﻭﺍ ﹸﳌ ‪‬ﺆ ‪‬ﺳ ‪‬‬
‫ﻭﺭﺟﺎﻝ ﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﺍﳌﺮﺑﻮﻥ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺮﺟﻮﺓ‪ ،‬ﻭﻫﻨﺎﻙ ﺃﻳﻀﺎ ﻣﺎ‬
‫ﻳﱪﺭ ﻭﺿﻊ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ‪ .‬ﺇﻧﻨﺎ ﱂ ﳔﺮﺝ ﺑﻌﺪ ﻣﻦ ﺩﺍﺋﺮﺓ ﺍﻟﺴﻴﺎﺳﺎﺕ‬
‫‪13‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻟﱵ ﺗﺮﻳﺪ ﻓﺮﺽ ﻭﺿﻊ ﻟﻐﻮﻱ ﻣﻌﲔ‪ ،‬ﺍﳌﻮﺿﻮﻉ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﱂ ﻳﻜﻦ‬
‫ﰲ ﻳﻮﻡ ﻣﻦ ﺍﻷﻳﺎﻡ ﰲ ﻣﻨﺂﻯ ﻋﻦ ﺍﻟﺘﻨـﺎﻭﻝ ﺍﻟـﺴﻴﺎﺳﻲ ﻟﻠﻘـﻮﻯ‬
‫ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﰲ ﺍﳉﺰﺍﺋﺮ ﻣﺎ ﺯﺍﻟﺖ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻴﺔ ﲤﺜﻞ ﳏﺎﻭﻟﺔ ﺩﺍﺋﻤﺔ‬
‫ﻟﻔﺮﺽ ﻭﺿﻊ ﻟﻐﻮﻱ ﻣﻌﲔ ﻣﻊ ﺣﺮﺻﻬﺎ ﻋﻠﻰ ﺍﻟﺘﺄﻗﻠﻢ ﻣﻊ ﺍﻷﻭﺿﺎﻉ‬
‫ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﻣﻊ ﺍﻟﻮﺿﻊ ﺍﳋﺎﺹ ﺍﻟﻨﺎﺷﺊ ﺑﻌﺪ ﺍﻻﺳﺘﻘﻼﻝ‪.‬‬
‫ﻫﻨﺎﻙ ﺳﺒﺐ ﺁﺧﺮ ﶈﺎﻭﻟﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬
‫ﻷﻥ ﺍﳌﻄﺎﻟﺐ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻓﻬﺎ ﺗﺘـﻀﻤﻦ ﺷـﺤﻨﺔ ﻋﺎﻃﻔﻴـﺔ‬
‫ﻭﺳﻴﺎﺳﻴﺔ‪ ،‬ﻻ ﳎﺎﻝ ﻟﻨﻜﺮﺍ‪‬ﺎ‪ ،‬ﻟﻜﻦ ﰲ ﺍﻋﺘﻘﺎﺩﻱ ﺃﻥ ﺍﳊﻮﺍﺭ ﻭﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﻌﻤﻴﻖ ﻛﻔﻴﻞ ﲜﻌﻞ ﻫﺬﻩ ﺍﻟﺸﺤﻨﺔ ﺗـﱰﻭﻱ ﰲ ﺣـﺪﻭﺩﻫﺎ‬
‫ﺍﻹﳚﺎﺑﻴﺔ ﻟﺘﺘﺮﻙ ﺍ‪‬ﺎﻝ ﻟﻸﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻟﺒﻨﺎﺀ ﺳﻴﺎﺳﺔ ﻟﻐﻮﻳـﺔ‬
‫ﺟﺎﻣﻌﺔ‪ ،‬ﳓﻦ ﺃﻣﺎﻡ ﻣﻄﺎﻟﺐ ﻟﻐﻮﻳﺔ ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻭﻣﻨﻬﺎ ﻣﻄﻠـﺐ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻱ ﻓﺮﺽ ﻧﻔﺴﻪ ﺑﻌﺪ ﺍﻻﺳﺘﻘﻼﻝ ﻛﻤﻄﻠﺐ ﻭﻃﲏ ﻭﺍﻟﺬﻱ‬
‫ﻣﻸ ﺍﻟﺴﺎﺣﺔ ﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﻣﺎﺯﺍﻝ ﻣﺆﻫﻼ ﰲ ﺭﺃﻳﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﶈـﻮﺭ‬
‫ﺍﻷﺳﺎﺳﻲ ﻟﻠﺨﺮﻭﺝ ﻣﻦ ﺍﻟﻮﺿﻊ ﺍﻟﻠﻐﻮﻱ ﺍﳌﻮﺭﻭﺙ ﻋـﻦ ﺍﻟﻌﻬـﺪ‬
‫ﺍﻻﺳﺘﻌﻤﺎﺭﻱ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺃﺳﺎﺳﻴﺎ ﻭﻣﻨﻄﻠﻘﺎ ﺃﺳﺎﺳـﻴﺎ‪،‬‬
‫ﻓﻠﻴﺲ ﰲ ﻫﺬﺍ ﺍﻻﺧﺘﻴﺎﺭ ﺟﺎﻧﺐ ﻋﺎﻃﻔﻲ ﻓﻘﻂ‪ ،‬ﻷﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬
‫ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﻫﻲ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﳎﺎ‪‬ﺔ ﺍﳌﻮﺭﻭﺙ ﺍﳌﻔﺮﻭﺽ ﻋﻦ ﺍﻟﻌﻬﺪ‬
‫ﺍﻻﺳﺘﻌﻤﺎﺭﻱ ﻻﻣﺘﺪﺍﺩﻫﺎ ﰲ ﲡﺮﺑﺔ ﺍﳌﺎﺿﻲ ﻛﻠﻐﺔ ﻋﺎﳌﻴﺔ ﻭﻫـﻲ ﺍﻵﻥ‬
‫‪14‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻛﺬﻟﻚ ﲝﺴﺐ ﺗﻌﺮﻳﻒ ﺍﻟﻠﻐﻮﻳﲔ ﻓﻬﻲ ﻟﻐﺔ ﻋﺎﳌﻴﺔ ﻭﻫـﻲ ﺍﻟﻘـﺎﺩﺭﺓ‬

‫ﻭﺣﺪﻫﺎ ﻛﺒﺪﻳﻞ‪ ،‬ﻭﻷﻥ ﺗﻜﻮﻥ ﺣﻼ ﻟﻠﻤﻌﻀﻠﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻮﺭﻭﺛﺔ ﻋﻦ‬
‫ﺍﻟﻌﻬﺪ ﺍﻻﺳﺘﻌﻤﺎﺭﻱ‪ ،‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻮﻡ ﻣﺼﻨﻔﺔ ﻛﻠﻐﺔ ﻋﺎﳌﻴﺔ‪ ،‬ﻭﻣﻦ‬
‫ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺣﺎﺿﺮﺍ ﻋﻨﺪﻣﺎ ﺗﺘﻨـﺎﻭﻝ ﻛـﻞ‬
‫ﺳﻴﺎﺳﺘﻨﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻌﺮﻳﺐ‪.‬‬
‫ﻟﻜﻦ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﺮﻣﻲ ﺇﱃ ﺇﺣﻼﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﳏﻠﻬﺎ ﺍﻟﻄﺒﻴﻌﻲ ﺑﻌﺪ ﺍﻻﺳﺘﻘﻼﻝ ﻛﺎﻧﺖ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴـﺎﻥ ﺗـﺘﻢ‬
‫ﺑﺎﻻﺭﲡﺎﻝ ﻭﻛﺎﻧﺖ ﰲ ﺍﻟﺒﻌﺾ ﺍﻵﺧـﺮ ﻳﻨﻘـﺼﻬﺎ ﺍﻻﺳـﺘﻤﺮﺍﺭﻳﺔ‬
‫ﻭﻣﻮﺍﺻﻠﺔ ﺍﳉﻬﺪ ﺍﳉﻤﺎﻋﻲ ﺍﳋﻼﻕ‪.‬‬
‫ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﳉﻬﻮﺩ ﺍﺳﺘﻄﺎﻋﺖ ﺃﻥ ‪‬ﺗ َْ‪‬ﻐ ‪‬ﲑ ﺑﻨﺴﺒﺔ ﳏﺘﺮﻣﺔ ﺍﻟﻮﺿﻊ‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﳌﻮﺭﻭﺙ‪ ،‬ﻭﺇﺣﻼﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻭﻇﺎﺋﻒ ﻛﺎﻧﺖ ﲢﺘﻜﺮﻫﺎ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻟﻜﻦ ﰲ ﺍﻋﺘﻘﺪﻱ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻣـﺎﺯﺍﻝ ﻣـﺴﺘﻬﺪﻓﺎ‬
‫ﺃﺳﺎﺳﻴﺎ ﻣﻦ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻴﺔ ﺍﻟﱵ ﻫﻲ ﻏﲑ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻫﻨﺎﻙ‬
‫ﺷﻲﺀ ﻣﻦ ﺧﻠﻂ ﺍﳌﻘﺼﻮﺩ ﺑﲔ ﻣﺎ ﺗﻘﺘﻀﻴﻪ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻴﺔ ﻭﺑﲔ ﻣﺎ ﻫﻮ‬
‫ﻣﻄﻠﻮﺏ ﻭﻣﺮﻏﻮﺏ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
‫ﻑ ﻋﻨﺪﻧﺎ ﲡﺎﺭﺏ ﺑﻌﻀﻬﺎ ﺍﻋﺘﻤـﺪ ﻋﻠـﻰ‬ ‫ﻭﺍﻟﺘﻌﺮﻳﺐ ‪‬ﻋ ‪‬ﺮ ‪‬‬
‫ﺍﻟﺘﺸﺮﻳﻊ ﻛﺄﺳﺎﺱ ﻟﻠﻌﻤﻞ ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻋﻠﻰ ﺍﻟﻨﻀﺎﻝ ﻭﺍﻟﻌﻤـﻞ‬
‫ﺍﳌﻴﺪﺍﱐ‪ ،‬ﻓﺈﺫﺍ ﻋﺪﻧﺎ ﺇﱃ ﺍﻟﺘﺠﺮﺑﺔ ﺭﺃﻳﻨﺎ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺘﺸﺮﻳﻊ ﻛﺎﻧﺖ ﻗﻠﻴﻠﺔ‬
‫‪15‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻭﻣﻨﻘﻮﺻﺔ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺪﺍﺋﻤﺔ ﻛﺎﻧـﺖ ﻧﺘﻴﺠـﺔ‬

‫ﺍﳉﻬﻮﺩ ﺍﳌﺒﺬﻭﻟﺔ ﰲ ﺍﳌﻴﺪﺍﻥ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻣﻜﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣـﻦ‬
‫ﺍﻟﺘﻄﻮﺭ ﻭﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‪ ،‬ﻃﺒﻌﺎ ﻫﻨﺎﻙ ﰲ ﺃﻱ ﻋﻤﻞ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨـﻮﻉ‬
‫ﻗﺪﺭ ﻣﻦ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺘﺸﺮﻳﻊ‪ ،‬ﻟﻜﻦ ﻫﺬﺍ ﻻ ﳝﻨﻊ ﻭﻻ ﻳﻌﻮﺽ ﺍﻟﻌﻤﻞ‬
‫ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﻌﻤﻞ ﺍﻟﻨﻀﺎﱄ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺍﳌﻄﻠﺐ ﺍﻷﻣﺎﺯﻳﻐﻲ ﺃﻭ ﻣﻄﻠﺐ ﺍﻟﻠﻐﺔ ﺍﻷﻣﺎﺯﻳﻐﻴـﺔ‪،‬‬
‫ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﻣﻮﺟﻮﺩ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ‪ ،‬ﻭﻣﺘﺒﻠﻮﺭ ﻭﺑﺎﻷﺧﺺ ﻣﻨـﺬ‬
‫ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﻫﺬﺍ ﺍﳌﻄﻠﺐ ﺍﺻﻄﺪﻡ ﺟﺎﻧﺐ ﻣﻨﻪ ﺑـﺎﳋﻮﻑ‪ ،‬ﰲ ﺃﻥ‬
‫ﻳﺴﺘﻌﻤﻞ ﻛﺄﺩﺍﺓ ﻟﺘﻤﺰﻳﻖ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺃﻭ ﻭﺣﺪﺓ ﺍﻟﺒﻼﺩ ﺑﺼﻔﺔ‬
‫ﻋﺎﻣﺔ‪ ،‬ﻭﰲ ﺍﻋﺘﻘﺎﺩﻱ ﺃﻥ ﻫﺬﺍ ﺍﳋﻮﻑ ﻣﺒﺎﻟﻎ ﻓﻴﻪ ﻣﻊ ﺃﻧﻪ ﻻ ﻳﻨﻜﺮ‬
‫ﺃﻥ ﻫﻨﺎﻙ ﳏﺎﻭﻻﺕ ﻻﺳﺘﻌﻤﺎﻝ ﺍﳌﻄﻠﺐ ﺍﻷﻣﺎﺯﻳﻐﻲ ﺍﳌﺸﺮﻭﻉ ﻫﺬﺍ‬
‫ﺍﻻﺳﺘﻌﻤﺎﻝ‪ ،‬ﻭﻣﺼﺪﺭ ﻫﺬﻩ ﺍﶈﺎﻭﻻﺕ ﻛﻠﻬﺎ ﺗﺄﰐ‪ ،‬ﻭﻫﻮ ﻣﺴﺠﻞ‬
‫ﻭﻣﻜﺘﻮﺏ ﰲ ﺍﳌﺴﻌﻰ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﱐ ﺍﻟﺬﻱ ﻳﺮﻳﺪ ﺇﻳﻘﺎﻉ ﺍﻟﻘﻄﻴﻌـﺔ‬
‫ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﳏﻴﻄﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺳﻮﺍﺀ ﺍﻷﻣﺎﺯﻳﻐﻲ ﺃﻭ ﺍﻟﻌﺮﰊ‬
‫ﺍﻟﻌﺎﻣﻲ‪ .‬ﻭﺍﻟﻄﺮﺡ ﺍﻟﺼﺤﻴﺢ ﳍﺬﺍ ﺍﳌﻄﻠﺐ ﳚﺐ ﺃﻥ ﻳﻨﻄﻠﻖ ﻣـﻦ‬
‫ﺃﻣﺮﻳﻦ ﰲ ﺍﻋﺘﻘﺎﺩﻱ‪:‬‬
‫ـ ﺍﻷﻭﻝ‪ :‬ﻳﻨﻄﻠﻖ ﻣﻦ ﻋﻘﻴﺪﺗﻨﺎ ﻭﺗﺮﺍﺛﻨـﺎ ﻭﺍﻋﺘﺒﺎﺭﻧـﺎ‬
‫ﳌﻮﻗﻒ ﺍﻹﺳﻼﻡ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﻭﺍﺧﺘﻼﻑ ﺃﻟﺴﻨﺘﻜﻢ ﻭﺃﻟـﻮﺍﻧﻜﻢ‪،‬‬
‫‪16‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﲟﻌﲎ ﺃﻥ ﻫﺬﺍ ﺍﻻﺧﺘﻼﻑ ﺍﻟﻠﻐﻮﻱ ﰲ ﺣﻀﺎﺭﺗﻨﺎ ﺷﻲﺀ ﺃﺳﺎﺳﻲ‬

‫ﻭﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ ‪‬ﺬﺍ ﺍﳌﻌﲎ ﻫﻮ ﺍﻟﻜﻔﻴﻞ ﲟﻮﺍﺟﻬﺔ ﺍﻻﺳـﺘﻌﻤﺎﻻﺕ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﱵ ﻳﺮﺍﺩ ﺯﺭﻋﻬﺎ ﻓﻴﻨﺎ‪.‬‬
‫ـ ﺍﻟﻄﺮﺡ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻥ ﺃﻱ ﺗﻮﺟﻪ ﺩﳝﻘﺮﺍﻃﻲ ﺣﻘﻴﻘـﻲ‬
‫ﳚﺐ ﺃﻥ ﻳﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﳌﻄﺎﻟﺐ ﺍﻟﻨﺎﺑﻌﺔ ﻣـﻦ ﺻـﻤﻴﻢ‬
‫ﺍ‪‬ﺘﻤﻊ ﺃﻭ ﻣﻦ ﺻﻤﻴﻢ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﻫﺬﺍ ﺍ‪‬ﺘﻤـﻊ‪ ،‬ﻭﻻ‬
‫ﺷﻚ ﺃﻥ ﳏﺎﻭﻻﺕ ﺍﻹﻳﻘﺎﻉ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ‬
‫ﻫﻮ ﻧﻔﺲ ﳏﺎﻭﻻﺕ ﺍﻟﺘﻘﺴﻴﻢ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻪ ﺍﻻﺳﺘﻌﻤﺎﺭ ﰲ ﻛﻞ‬
‫ﻗﻄﺮ ﻭﰲ ﻛﻞ ﺯﻣﺎﻥ ﻳﻄﻐﻰ ﻓﻴﻪ‪.‬‬
‫ﻭﺍﳌﻬﻢ ﰲ ﺭﺃﻳﻲ ﺃﻥ ﻳﺄﺧﺬ ﻫـﺬﺍ ﺍﳌﻄﻠـﺐ ﺑـﺸﺤﻨﺘﻪ‬
‫ﺍﳌﻬﺬﺑﺔ ﻭﺃﻥ ﻳﻮﺿﻊ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺮﻏﺒﺎﺕ ﺍﳊﻘﻴﻘﻴـﺔ ﻷﻫﻠـﻪ‬
‫ﻭﺍﻟﻨﺎﻃﻘﲔ ﺑﻪ ﻭﻫﻨﺎﻙ ﺃﻳﻀﺎ ﻭﻻ ﺃﻗﻮﻝ ﻣﻄﻠﺐ ﻭﻟﻜﻦ ﻭﺍﻗﻊ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺎﻣﻴﺔ ﺃﻭ ﻟﻐﺔ ﺍﳋﻄﺎﺏ ﺍﻟﻴﻮﻣﻲ ﻭﻫﻮ ﺃﻳﻀﺎ ﻭﺍﻗﻊ ﻟﻐـﻮﻱ ﻻ‬
‫ﳝﻜﻦ ﲡﺎﻫﻠﻪ ﻭﻻ ﳝﻜﻦ ﲡﺎﻫﻞ ﻣﺎ ﻳﺮﺍﺩ ﻣﻦ ﻣﻨـﺎﻭﺭﺍﺕ ﻋـﻦ‬
‫ﻃﺮﻳﻘﻪ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﻄﺮﺡ ﺍﳋﺎﻃﺊ ﻭﺍﳌﻐﻠﻮﻁ ﺍﻟﺬﻱ ﻳـﺪﻋﻮ ﺇﱃ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺎﻣﻴﺔ ﺑﺪﻳﻼ ﻋﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ‪ ،‬ﻭﻫﻨـﺎﻙ‬
‫ﻣﻦ ﺟﻬﺔ ﲡﺎﻫﻞ ﻭﺍﺳﺘﺨﻔﺎﻑ ﻟﻮﺍﻗﻊ ﻟﻐﻮﻱ ﻣﻦ ﺻﻤﻴﻢ ﺗﺮﺍﺛﻨﺎ‪،‬‬
‫ﻭﻫﺬﺍ ﺍﻟﻮﺿﻊ ﺍﻟﻠﻐﻮﻱ ﺍﳍﺎﻡ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻷﻭﱃ ﺃﻧﻪ ﳝﺜﻞ ﺍﻟﺮﺑﻂ‬
‫‪17‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺑﲔ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﲨﻴﻊ ﺃﳓﺎﺀ ﺍﻟﻮﻃﻦ ‪.‬ﻛﻤـﺎ ﺃﻥ‬

‫ﻛﻞ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﻣﺘﻔﻘﻮﻥ ﺃﻥ ﺍﻟﻌﺎﻣﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺭﻏﻢ ﺍﺧﺘﻼﻓﻬـﺎ‬
‫ﻭﺭﻏﻢ ﺍﺧﺘﻼﻑ ﳍﺠﺎ‪‬ﺎ ﻇﻠﺖ ﻭﺍﺣﺪﺓ ﻭﻇﻞ ﺍﻟﻨﺎﻃﻘﻮﻥ ‪‬ـﺎ‬
‫ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻫﻢ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﺠﺎﻧﺲ ﻭﺍﳌﻼﺋﻤﺔ‪ ،‬ﻫـﺎﻡ‬
‫ﺃﻳﻀﺎ ﰲ ﺻﻮﺭﺓ ﺍ‪‬ﺘﻤﻊ ﻭﰲ ﺛﻘﺎﻓﺘﻪ ﻭﰲ ﺃﺩﺑﻪ‪ ،‬ﻭﰲ ﺍﻋﺘﻘـﺎﺩﻱ‬
‫ﺍﻟﺬﻱ ﻧﻔﺪ ﺑﺒﺼﲑﺗﻪ ﺇﱃ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻫﻮ ﺍﺑﻦ ﺧﻠﺪﻭﻥ ﳌـﺎ‬
‫ﺗﻌﺮﺽ ﻟﻠﺸﻌﺮ ﺍﻟﻌﺎﻣﻲ‪ ،‬ﻭﺍﻟﺸﻌﺮ ﺍﳌﻠﺤﻮﻥ ﻭﺃﺷﺎﺭ ﺇﱃ ﺃﻥ ﺑﻌﺾ‬
‫ﺍﳌﻌﻠﻤﲔ ﻻ ‪‬ﻳﻌ‪‬ﺘﺪﻭﻥ ‪‬ﺬﺍ ﺍﻟﺸﻌﺮ ﻭﻻ ﻳﻌﺘﺪﻭﻥ ﺑﻘﻴﻤﺘﻪ ﻭﳛﻜـﻢ‬
‫ﻭﻳﻘﻮﻝ ﺃﻥ ﻫﺬﺍ ﺍﻟﺸﻌﺮ ﺃﺻﻴﻞ ﻭﺍﻟﻔﺴﺎﺩ ﰲ ﺃﺫﻭﺍﻗﻬﻢ‪.‬‬
‫ﺇﺫﺍ ﻟﻐﺔ ﺍﳋﻄﺎﺏ ﺍﻟﻴﻮﻣﻲ ﰲ ﺣﺎﺟﺔ ﺇﱃ ﻋﻨﺎﻳﺔ ﻭﺇﺫﺍ ﺻﺢ‬
‫ﺍﻟﺘﻌﺒﲑ ﰲ ﺣﺎﺟﺔ ﺇﱃ ﺇﻧﻘﺎﺫﻩ ﻣﻦ ﺍﻟﺒﺎﺑﻠﻴﺔ‪ .‬ﻭﺃﻓﻀﻞ ﻟﻐﺔ ﻋﺮﺑﻴـﺔ‬
‫ﻋﺎﻣﻴﺔ ﻓﺼﻴﺤﺔ ﻛﻤﺎ ﻳﻨﻄﻘﻮﻥ ‪‬ﺎ ﺃﻫﻠﻬﺎ ﻻ ﻟﻐﺔ ﻫﺠﻴﻨﺔ ﻳـﺮﺍﺩ‬
‫ﻣﺴﺨﻬﺎ ﻷﻥ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻗﺪ ﺗﺘﻄﻮﺭ‪ ،‬ﳌﺎ ﻋﻨﺪﻧﺎ ﻣـﻦ ﺗﻄـﻮﺭ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻲ ﻭﻭﺳﺎﺋﻞ ﺍﻟﺘﺒﻠﻴﻎ‪ ،‬ﻭﻓﻴﻬﺎ ﺫﺧـﺎﺋﺮ ﻻ ﳝﻜـﻦ ﺃﻥ‬
‫ﻧﺴﺘﻐﲏ ﻋﻨﻬﺎ ﻹﺛﺮﺍﺀ ﺍﻟﻔﻀﺎﺀ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺜﻘﺎﰲ ﰲ ﺍﻟﻌﺎﱂ ﺍﻟﻌﺮﰊ‪،‬‬
‫ﻟﻜﻦ ﻳﺒﻘﻰ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﱵ ﻳﺘﻮﱃ ﺃﻣﺮﻫـﺎ ﺍﻟﻜـﺜﲑ ﻣـﻦ‬
‫ﺍﳌﺴﺘﺸﺮﻗﲔ ﻟﻐﺎﻳﺔ ﺃﺧﺮﻯ ﳚﺐ ﺃﻥ ﺗﻘﻒ ﻋﻨﺪ ﺧﻂ ﻭﺍﺿـﺢ‬
‫ﻭﺃﻥ ﺍﻟﻄﺮﺡ ﺍﻟﺬﻱ ﻳﺮﻣﻲ ﺇﱃ ﺗﻌﻮﻳﺾ ﺍﻟﻌﺎﻣﻴﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻮ‬
‫‪18‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻃﺮﺡ ﺧﺎﻃﺊ ﻷﻥ ﺍﻟﻌﺎﻣﻴﺔ ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻘـﻮﻡ ﺑﺎﻟﻮﻇـﺎﺋﻒ‬

‫ﺣﱴ ﺗﺼﺒﺢ ﻓﺼﻴﺤﺔ ﻭﺗﺼﺒﺢ ﰲ ﺩﺭﺟﺔ ﲣﺮﺟﻬﺎ ﻋـﻦ ﻟﻐـﺔ‬
‫ﺍﳋﻄﺎﺏ ﺍﻟﻴﻮﻣﻲ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻣﻄﻠﺐ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﺍﳌﻄﻠـﺐ ﺃﻳـﻀﺎ‬
‫ﺖ ﺃﻥ‬
‫ﻣﻠﻲﺀ ﺑﺎﳌﻐﺎﻟﻄﺎﺕ‪ ،‬ﻣﻊ ﺃﻥ ﺣﻀﺎﺭﺗﻨﺎ ﻭﺃﺻﻮﻟﻨﺎ ﻭﻣﺎﺿﻴﻨﺎ ﻳ‪‬ﺜﺒ ‪‬‬
‫ﺍﻟﻌﺮﺏ ﻭﺍﳌﺴﻠﻤﲔ ﺍﺳﺘﻄﺎﻋﻮﺍ ﺃﻥ ﻳﻨﻔﺘﺤـﻮﺍ ﻋﻠـﻰ ﺍﳊـﻀﺎﺭﺍﺕ‬
‫ﻭﺍﻟﻠﻐﺎﺕ ﺍﻟﱵ ﻛﺎﻧﺖ ﺳﺎﺋﺪﺓ ﻭﺍﺳﺘﻔﺎﺩﻭﺍ ﻣﻨﻬﺎ‪ ،‬ﻭﺃﺫﻛـﺮ ﺑﻴـﺘﲔ‬
‫ﺷﻌﺮﻳﲔ ﺃﻇﻨﻬﻤﺎ ﻣﻦ ﻣﺆﻟـﻒ ‪ ":‬ﻣـﺴﺘﻄﺮﻑ ﰲ ﻛـﻞ ﻓـﻦ‬
‫ﻣﺴﺘﻈﺮﻑ" ﻭﻫﻮ ﻣﻦ ﺍﳌﺆﻟﻔﺎﺕ ﺍﻟﻌﺘﻴﻘﺔ ﻭﻓﻴﻪ ﻳﻘﻮﻝ ﺍﻟﺸﺎﻋﺮ‪:‬‬
‫ﻓﺮﺽ ﻛﻔﺮﺽ ﺍﻟﺼﻼﺓ‬ ‫ﺣﻔﻆ ﺍﻟﻠﻐﺎﺕ ﻋﻠﻴﻨﺎ‬
‫ﺇﻻ ﲝﻔـﻆ ﺍﻟﻠﻐـﺎﺕ‬ ‫ﻓﻠﻴﺲ ﳛﻔـﻆ ﺩﻳﻦ‬
‫ﻭﳍﺬﺍ ﺃﺳﺎﺳﺎ ﻟﻴﺲ ﻫﻨﺎﻙ ﺭﻓﺾ ﺃﻭ ﺍﻧﻜﻤﺎﺵ ﺃﻭ ﺍﻧﻐﻼﻕ‬
‫ﻋﻠﻰ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺣﻀﺎﺭﺗﻨﺎ ﻭﺛﻘﺎﻓﺘﻨﺎ‪.‬‬
‫ﻭﺇﳕﺎ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﻘﺎﺳﻴﺔ‪ ،‬ﲡﺮﺑﺔ ﻓﺮﻧﺴﺎ ﻛﻮﻧﺖ ﺑﻌﺾ ﺍﻟﻌﻘﺪ‪،‬‬
‫ﻭﺃﻳﻀﺎ ﺑﻌﺾ ﺍﻷﻃﺮﻭﺣﺎﺕ ﺍﻟﱵ ﲣﻠﻂ ﺑﲔ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﺗﻘﻮﻡ ﺑﻪ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻣﻦ ﻭﻇﺎﺋﻒ ﻣﻜﻤﻠﺔ ﻭﺑﲔ ﺍﳍﻴﻤﻨﺔ ﻟﻠﻐﺔ ﻭﺍﺣﺪﺓ‪،‬‬
‫ﻣﺎﺯﺍﻟﺖ ﺍﻟﻘﻮﻯ ﺍﻟﱵ ﻓﺮﺿﺘﻬﺎ ﺑﺎﻷﻣﺲ ﺗﺴﻌﻰ ﻟﻔﺮﺿـﻬﺎ ﺍﻟﻴـﻮﻡ‬
‫‪19‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ‪ ،‬ﻟﻜﻦ ﺗﻘﺪﻳﺮﻱ ﺃﻥ ﺍﻟﻮﺍﻗﻊ ﺃﻳﻀﺎ ﻣﻄﺎﺑﻖ ﳌﺎﺿـﻴﻨﺎ‪،‬‬

‫ﻫﻨﺎﻙ ﻣﻦ ﻳﻨﺪﺩ ﲟﻮﻗﻒ ﺍﶈﺎﻓﻈﲔ ﺍﻟﺬﻱ ﻻ ﻳﺮﻳﺪﻭﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﻭﻳﺘﻨﻜﺮﻭﻥ ﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
‫ﻭﻻ ﺃﻋﺮﻑ ﻋﻠﻰ ﻃﻮﻝ ﺍﺗﺼﺎﱄ ﲟﻴﺪﺍﻥ ﺍﻟﺜﻘﺎﻓﺔ ﻭﻣﻴـﺪﺍﻥ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺟﺰﺍﺋﺮﻱ ﻭﺍﺣﺪ ﻳﺘﻨﻜﺮ ﺃﻭ ﻳﺘﺼﺪﻯ ﻟﺘﻌﻠـﻴﻢ ﺍﻟﻠﻐـﺎﺕ‬
‫ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﺣﱴ ﺃﻥ ﺑﻌﺾ ﺍﳌﺸﺎﻳﺦ ﺍﳌﺘﺰﻣﺘﲔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ‬
‫ﺃﺷﻬﺪ ﺃ‪‬ﻢ ﻛﺎﻧﻮﺍ ﺣﺮﻳﺼﲔ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﺃﺑﻨﺎﺋﻬﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪،‬‬
‫ﻟﻜﻦ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺍﻟﱵ ﺗﻌﻄﻰ ﻟﻠﺨﺎﺭﺝ ﺑﺄﻥ ﻫﻨﺎﻙ ﻓﺮﻳـﻖ ﻣـﻦ‬
‫ﺍﳉﺰﺍﺋﺮﻳﲔ‪ ،‬ﻳﻌﺎﺩﻭﻥ )ﺍﻟﻌﺪﺍﺀ( ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻫﻲ ﺻﻮﺭﺓ‬
‫ﺧﺎﻃﺌﺔ ﻭﻣﻀﺮﺓ ﺑﺎﻟﺒﻼﺩ‪.‬‬
‫ﻭﻟﻠﺨﺮﻭﺝ ﺑﺼﻮﺭﺓ ﻭﺍﺿﺤﺔ ﳍﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻳﺒﺪﺃ ﺑﻔﻀﻞ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺣﱴ ﺍﻟﻔﺮﻧﺴﻴﺔ‪،‬ﻭﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻴﺔ‪ ،‬ﺍﻟﱵ‬
‫ﻫﻲ ﰲ ﺃﺳﺎﺳﻬﺎ ﺳﻴﺎﺳﺔ ﻟﻐﻮﻳﺔ ﻭﺿﻌﺘﻬﺎ ﺍﳊﻜﻮﻣﺔ ﺍﻟﻔﺮﻧـﺴﻴﺔ‪،‬‬
‫ﺍﻟﺪﻭﻟﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﺍ‪‬ﺘﻤﻊ ﺍﻟﻔﺮﻧﺴﻲ‪ ،‬ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻧﻄﻠﻘـﺖ‬
‫ﻣﻦ ﻣﻄﺎﻟﺐ ﻓﻮﻗﻴﺔ‪ ،‬ﻣﻄﺎﻟﺐ ﺍﳍﻴﻤﻨﺔ ﻭﺍﳌﺴﺘﻤﺮﺓ ﺇﱃ ﺣﺪ ﺍﻟﻴﻮﻡ‬
‫ﺑﺄﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﺍﳌﺜﻘﻔﻮﻥ ﺍﻟﺬﻳﻦ ﻳﺘﺒﻨـﻮ‪‬ﻥ ﻣﻄﻠـﺐ ﺍﻟﻠﻐـﺎﺕ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﻣﻮﺍﺟﻬﺔ ﺗﺄﺻﻴﻞ ﺍﳉﺰﺍﺋﺮ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻫﺆﻻﺀ ﻳﺘﺠﺎﻫﻠﻮﻥ‬
‫ﺃﻥ ﺳﻴﺎﺳﺔ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻴﺔ‪ ،‬ﻭﺿﻌﺖ ﻟﻔﺮﻧﺴﺎ ﻭﻭﺿﻌﺖ ﻹﺷـﻌﺎﻉ‬
‫‪20‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻓﺮﻧﺴﺎ ﰲ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﻭﻫﻲ ﺑﺎﻟﻔﻌﻞ ﺗﺘﻮﺳﻞ ﺑﻜﻞ ﺍﻟﻮﺳﺎﺋﻞ‬

‫ﺑﻔﺮﺽ ﺍﳍﻴﻤﻨﺔ‪ ،‬ﻭﺑﻮﺩﻱ ﻟﻮ ﺗﺘﺎﺡ ﺍﻟﻔﺮﺹ ﻟﻠﺘﻌﻤﻖ ﰲ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‬
‫ﺑﺎﻟﺬﺍﺕ‪ ،‬ﻷﻥ‪ ،‬ﻓﻴﻬﺎ ﻣﺎ ﻛﺘﺐ ﻣﺴﺘﻔﻴﻀﺎ ﰲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﲤﻜـﲔ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﺧﺎﺭﺝ ﺍﳊﺪﻭﺩ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻫﻨﺎﻙ‬
‫ﺃﺣﺪ ﻣﻨﻈﺮﻱ ﺍﻟﻔﺮﻧﻜﻮﻓﻮﻧﻴﺔ ﻟﻪ ﲝﺚ ﺣﻮﻝ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﻌﻤـﻞ‬
‫ﻟﺘﻤﻜﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻭﺟﺎﺀ ﻓﻴﻪ‪ " :‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻧﺼﻞ‬
‫ﺇﱃ ﻭﺿﻊ ﺗﻜﻮﻥ ﻓﻴﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻫﻲ ﻟﻐﺔ ﺍﻟﻨﺨﺒﺔ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻫﻲ ﻟﻐﺔ ﺍﳋﻄﺎﺏ ﰲ ﺍﶈﺎﻓﻞ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻭﺃﻥ ﻧﺪﻋﻮ‬
‫ﺇﱃ ﺍﺯﺩﻭﺍﺟﻴﺔ ﺍﻟﻠﻐﺔ ﰲ ﺍﳌﻐﺮﺏ ﺍﻟﻌﺮﰊ ﻭﺇﱃ ﺗﻌﺪﺩ ﺍﻟﻠﻐـﺎﺕ ﰲ‬
‫ﺃﻭﺭﺑﺎ‪ ،‬ﺍﺯﺩﻭﺍﺟﻴﺔ ﺍﻟﻠﻐﺔ ﰲ ﺍﳌﻐﺮﺏ ﺍﻟﻌﺮﰊ ﲡﻌﻠﻨﺎ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻣﻊ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻘﻂ‪ ،‬ﺃﻣﺎ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﰲ ﺃﻭﺭﺑﺎ ﻓﺎﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳـﺔ‬
‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﲢﻞ ﳏﻠﻨﺎ‪ ،‬ﻭﳍﺬﺍ ﻧﺪﻋﻮ ﺇﱃ ﺗﻌﺪﺩ ﺍﻟﻠﻐﺎﺕ" ﻭﻳﻘـﻮﻝ‬
‫ﺃﻳﻀﺎ‪ " :‬ﳚﺐ ﺃﻥ ﳓﺪﺙ ﺍﻻﻧﻄﺒﺎﻉ ﺑﺄﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻫﻲ ﻟﻐﺔ‬
‫ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ‪."....‬‬
‫ﻭﻫﺬﺍ ﺍﻻﻧﻄﺒﺎﻉ ﻭﻗﻔﺖ ﻋﻠﻴﻪ ﺑﺎﻟﻔﻌﻞ ﻭﺃﻧﺎ ﺃﻣﺮ ﺑـﻮﺯﺍﺭﺓ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﳌﺎ ﻛﻨﺎ ﳒﻠﺐ ﺍﳌﺘﻌﺎﻗﺪﻳﻦ ﺍﻟﻔﺮﻧﺴﻴﲔ‪" ،‬ﺛﺎﻧﻮﻳﺔ ﺍﳋﺮﻭﺑـﺔ"‬
‫ﳜﺘﺎﺭﻭﻥ ﳍﺎ ﺃﺣﺴﻦ ﺍﻷﺳﺎﺗﺬﺓ ﰲ ﲨﻴﻊ ﺍﳌﻮﺍﺩ‪ ،‬ﻟﻜﻦ ﺧﺎﺭﺝ ﻫﺬﻩ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﻻ ﻳﻌﻄﻮﻧﺎ ﺃﺳﺎﺗﺬﺓ ﺃﻛﻔﺎﺀ‪ ،‬ﻭﺑﻌﺪﻫﺎ ﺍﻛﺘﺸﻔﻨﺎ ﺃ‪‬ﻢ ﺃﺭﺍﺩﻭﺍ‬
‫‪21‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺟﻌﻞ ﻫﺬﻩ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺇﺷﻌﺎﻉ )ﺧﺎﻃﺊ( ﺑﺄﻥ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻫﻲ ﺳـﺒﺐ‬

‫ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻭﺑﺎﻟﻔﻌﻞ ﻛﺜﲑ ﻣﻦ ﺍﻹﺧﻮﺓ ﺍﳌﺮﺑﲔ ﻭﻗﻌﻮﺍ ﰲ ﻫﺬﺍ ﺍﳋﻄﺄ‬
‫ﻫﻮ ﺃﻥ ﺳﺒﺐ ﺍﻟﻨﺠﺎﺡ ﻟﻴﺲ ﰲ ﺍﻷﺳﺘﺎﺫ ﻭﺇﳕﺎ ﰲ ﺍﻟﻠﻐـﺔ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﻫﺬﺍ ﺍﻟﻄﺮﺡ ﺃﺑﻄﻞ ﻣﻦ ﻃﺮﻑ ﺃﺳﺎﺗﺬﺓ ﻓﺮﻧﺴﻴﲔ‪ ،‬ﻭﻫﻢ ﺃﺳـﺎﺗﺬﺓ‬
‫ﻣﺘﻌﺎﻗﺪﻳﻦ ﺑﺜﺎﻧﻮﻳﺔ ﺑﻮﻓﺎﺭﻳﻚ‪ ،‬ﻗﺎﻣﻮﺍ ﺑﺒﺤﺚ ﻧﺸﺮﻭﻩ ﰲ ﺍﻟﻜـﺮﺍﺱ‬
‫ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ﻳﻘﻮﻟﻮﻥ ﻓﻴﻪ‪ ":‬ﻻﺣﻈﻨﺎ ﺃﻥ ﺗﻼﻣﺬﺗﻨﺎ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ‬
‫ﺍﻟﻌﻠﻮﻡ ﰲ ﻭﺿﻊ ﻧﻔﺴﻲ ﳚﻌﻠﻬﻢ ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﻠﻮﻡ ﻟﻐﲑﻫﻢ‬
‫ﺑﺴﺒﺐ ﺗﺪﺭﻳﺴﻬﻢ ﺍﻟﻌﻠﻮﻡ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻭﳍـﺬﺍ ﻧﻘﺘـﺮﺡ ﺃﻥ‬
‫ﺗﻀﺎﻑ ﲜﺎﻧﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻌﻠﻮﻡ ﺩﺭﻭﺳﺎ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﻌﻠﻮﻡ ﻋﻨـﺪ‬
‫ﺍﻟﻌﺮﺏ ﺣﱴ ﻳﻜﻮﻥ ﻫﺆﻻﺀ ﺍﻟﻄﻼﺏ ﻣﺴﺘﻮﻋﺒﲔ ﳍـﺬﻩ ﺍﻟﻌﻠـﻮﻡ‬
‫ﻛﺠﺰﺀ ﻣﻦ ﺣﻀﺎﺭ‪‬ﻢ "‪.‬‬
‫ﺇﺫﻥ ﺑﻘﺪﺭ ﻣﺎ ﻫﻨﺎﻙ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﰲ ﺳﻴﺎﺳﺔ ﺇﺑﻘﺎﺀ ﺍﳍﻴﻤﻨـﺔ‬
‫ﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﰲ ﻣﻨﺎﻃﻖ ﺍﻟﻌﺎﱂ ﺍﻟﱵ ﻛﺎﻧﺖ ﲢﺘﻠﻬﺎ ﻓﺮﻧﺴﺎ‪ ،‬ﺑﺎﻟﻘﺪﺭ‬
‫ﻣﺎ ﻫﻨﺎﻙ ﺇﻣﻜﺎﻧﻴﺎﺕ ‪‬ﺎ‪‬ﺔ ﻫﺬﻩ ﺍﳋﻄﺔ ﺑﻄﺮﻳﻘﺔ ﻣﺪﺭﻭﺳـﺔ‪ ،‬ﻷﻥ‬
‫ﻫﻨﺎﻙ ﺧﻄﻂ ﻭﻃﺮﻕ ﻣﻮﺟﻮﺩﺓ ﻭﻣﻨﺸﻮﺭﺓ‪ ،‬ﻭﻟﻴﺲ ﻟﺪﻳﻨﺎ ﺃﻱ ﻋﺬﺭ‬
‫ﳉﻬﻞ ﻃﺮﻕ ﺃﺧﺮﻯ‪ ،‬ﻭﻟﻴﺲ ﻋﺬﺭﺍ ﺃﻥ ﳒﻌﻞ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳـﻲ‬
‫ﺼﺪﺭ ﻟﻠﺨﺎﺭﺝ ﻭﻟﻴﺲ ﻟﻨﺎ ﻋﺬﺭ ﺃﻥ ﻧﻔﺴﺮ‬ ‫ﻣﺪﻋﻮﻣﺎ ﺑـ ‪ % 50‬ﳌﺎ ‪‬ﻳ ‪‬‬
‫ﺑﻌﺾ ﺍﻟﺴﻠﻮﻛﺎﺕ ﺍﻟﱵ ﻧﺮﺍﻫﺎ ﺍﻵﻥ ﺳﺎﺭﻳﺔ ﻣﺜﻞ ﺧﻠﻴﻂ ﻋﺠﻴـﺐ‬
‫‪22‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺍﻟﻌﺎﻣﻴﺔ‪ ،‬ﺑﺪﻋﻮﻯ ﺍﻟﺘﻔـﺘﺢ ﻭﺍﳊﺪﺍﺛـﺔ )‬

‫ﺇﺣﻼﻝ ﺍﻟﺒﺎﺑﻠﻴﺔ(‪ ،‬ﻫﻨﺎﻙ ﺧﻠﻂ ﻋﻨﺪ ﺍﻟﻨﺎﺱ ﺑﲔ ﺗﻌـﺪﺩ ﺍﻟﻠﻐـﺎﺕ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﻭﺑﲔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺑﲔ ﺳﻠﻮﻙ ﻣﺴﺘﻤﺮ ﻣـﻦ‬
‫ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﺑﻌﺾ ﺩﻋﺎﺓ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻟﺘﻌﻮﻳﺪﻧﺎ ﻋﻠﻰ‬
‫ﺍﻟﺒﻠﺒﻠﺔ ﻭﺩﻋﻮﺗﻨﺎ ﺇﱃ ﺍﻟﻌﺎﻣﻴﺔ ﻭﻟﻴﺲ ﺇﱃ ﺍﻟﻌﺎﻣﻴﺔ ﻓﻘـﻂ ﻭﺇﳕـﺎ ﺇﱃ‬
‫ﻋﺎﻣﻴﺔ ﻣﻄﻌﻤﺔ ـ ﻋﺮﻓﺖ ﻣﻦ ﺑﻌﺾ ﺍﻹﺧﻮﺓ ﺃﻥ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ‬
‫ﺍﺳﺘﻌﻤﻠﺖ ﻣﺆﺧﺮﺍ ﻋﻨﺪ ﺗﻨﻈﻴﻢ ﺳﻨﺔ ﺍﳉﺰﺍﺋﺮ ﰲ ﻓﺮﻧﺴﺎ‪ ،‬ﺃﻥ ﻣـﻦ‬
‫ﺍﳌﻐﻨﻴﲔ ﻣﻦ ﻳﺘﻘﺎﺿﻮﻥ ﻣﻨﺤﺎ ﺧﺎﺻﺔ ﺇﺫﺍ ﺃﺩﺧﻠﻮﺍ ﻛﻠﻤﺎﺕ ﻓﺮﻧﺴﻴﺔ‬
‫ﰲ ﺃﻏﺎﻧﻴﻬﻢ‪ ،‬ﺇﺫﺍ ﻓﻴﻪ ﺃﻣﻮﺭ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﻫﺎﻣﺔ ﻻ ﳝﻜﻦ ﺃﻥ ﻧﺘﺠﺎﻫﻠﻬﺎ‬
‫ﻋﻨﺪ ﺩﺭﺍﺳﺔ ﻗﻀﺎﻳﺎﻧﺎ ﻭﻫﺬﻩ ﺍﳊﻘﺎﺋﻖ ﻻ ﺗﺄﰐ ﺑﺎﺟﺘﻬﺎﺩﺍﺕ ﻓﺮﺩﻳـﺔ‬
‫ﻭﺇﳕﺎ ﲢﺘﺎﺝ ﺇﱃ ﺣﻠﻘﺎﺕ ﺩﺭﺍﺳﻴﺔ ﻭﺇﱃ ﲝﻮﺙ ﻭﺣﻮﺍﺭ‪.‬‬
‫ﻭﺍﻋﺘﻘﺎﺩﻱ ﺃﻥ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻧﻄﻼﻗﺎ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ ﺍﻟﱵ ﲢﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻣﻦ ﺣﻘﻞ ﺍﻟﺘﺮﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ‬
‫ﻭﺍﻹﻋﻼﻡ‪ ،‬ﻭﺍﻟﱵ ﺃﻟﻘﻴﻬﺎ ﺍﻟﻴﻮﻡ ﺇﺛﺎﺭﺓ ﻟﻠﻨﻘﺎﺵ‪.‬‬
‫ﺃﻗﺘﺮﺡ ﻋﻠﻰ ﺍﻟﺴﻴﺪ ﳏﻤﺪ ﺍﻟﻌﺮﰊ ﻭﻟﺪ ﺧﻠﻴﻔـﺔ ﺃﻥ ﻳﺘـﻮﱃ‬
‫ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻃﺮﺡ ﻗﻀﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻭﺍﳊﻮﺍﺭ‪ ،‬ﺑﻐﻴﺔ ﺍﻗﺘـﺮﺍﺡ ﺳﻴﺎﺳـﺔ‬
‫ﻣﺘﻜﺎﻣﻠﺔ ﲡﻌﻠﻨﺎ ﻧﺴﺘﻔﻴﺪ ﻣﻦ ﺃﻭﺿﺎﻋﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺜﺮﻳﺔ ﻭﲡﻌﻠﻨﺎ ﻧﺘﺠﺎﻭﺯ‬
‫‪23‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻟﺘﻌﻘﻴﺪﺍﺕ ﺍﻟﱵ ﺗﺰﺭﻉ ﰲ ﺍﳊﻘﻞ ﺍﻟﻠﻐﻮﻱ ﰲ ﳐﺘﻠـﻒ ﺍﳌـﺴﺘﻮﻳﺎﺕ‬

‫ﻭﺃﺭﺟﻮ ﺃﻥ ﺃﲤﻜﻦ ﺃﻧﺎ ﻭﺑﻌﺾ ﺍﻹﺧﻮﺓ ﻣﻦ ﺍﳌﺴﺎﳘﺔ ﺇﺫﺍ ﻗﺎﻡ ﺍ‪‬ﻠـﺲ‬
‫ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺘﺮﺗﻴﺐ ﺷﻲﺀ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ‪.‬‬
‫ﻭﺷﻜﺮﺍ ﻟﻜﻢ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‬
‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﺍﳍﺎﴰﻲ ﻋﺜﻤﺎﱐ‪:‬‬
‫ﺷﻜﺮﺍ ﻟﻸﺳﺘﺎﺫ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ ﺍﻟﺬﻱ ﻣﺎﺯﺍﻝ ﻣـﻦ‬
‫ﺍﳌﺪﺍﻓﻌﲔ ﻋﻦ ﻗﻴﻢ ﺃﻭﻝ ﻧﻮﻓﻤﱪ‪ ،‬ﻭﻣﺎ ﺩﻣﻨﺎ ﰲ ﻣﻨﱪ ﺣﻮﺍﺭ ﺍﻷﻓﻜﺎﺭ‪،‬‬
‫ﻓﺈﻥ ﺑﺎﺏ ﺍﻟﻨﻘﺎﺵ ﻭﺍﳊﻮﺍﺭ ﻣﻔﺘﻮﺡ‪ ،‬ﺇﻻ ﺃﻧﻪ ﳏﺪﺩ‪ ،‬ﻃﺒﻌﺎ ﺑﺎﻟﻮﻗﺖ‬
‫ﻓﻠﻴﺘﻔﻀﻞ ﻣﻦ ﻳﺮﻳﺪ ﺃﺧﺬ ﺍﻟﻜﻠﻤﺔ ﻋﻠﻰ ﺃﻥ ﻧﺘﺠﻨـﺐ ﺍﻹﻃﻨـﺎﺏ‬
‫ﻭﺍﻟﺘﻜﺮﺍﺭ ﻭﺍﳋﺮﻭﺝ ﻋﻦ ﺍﳌﻮﺿﻮﻉ ﻭﻗﺪ ﺧﺼﺼﻨﺎ ﲬﺲ ﺩﻗـﺎﺋﻖ‬
‫ﻟﻜﻞ ﻣﺘﺪﺧﻞ‪.‬‬
‫‪24‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﳌﻨـﺎﻗﺸـﺔ‬
‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﺩ‪.‬ﻋﺜﻤﺎﻥ ﺳﻌﺪﻱ‪:‬‬
‫ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﺑﻌﺪ ﺃﻛﺜﺮ ﻣﻦ ‪ 40‬ﺳﻨﺔ ﻣﻦ ﺍﻻﺳﺘﻘﻼﻝ‪،‬‬
‫ﻣﺎﺯﻟﻨﺎ ﻧﻌﺮﺽ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻤﻴﺔ ﺗﻔﺼﻴﻠﻴﺔ ﻟﻠﻐﺎﺕ؟‪.‬‬
‫ﻟﻘﺪ ﻋﺮﻑ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ ﺛﻮﺭﺗﲔ ﻋﻈﻴﻤـﺘﲔ‪ ،‬ﺛـﻮﺭﺓ‬
‫ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻭﺛﻮﺭﺓ ﺍﻟﻔﻴﺘﻨﺎﻡ‪ ،‬ﺃﻱ ﺛﻮﺭﺓ ﻣﻦ ﺍﻟﺜﻮﺭﺍﺕ ﻻ ﳝﻜـﻦ ﺃﻥ‬
‫ﺗﺰﻋﻢ ﺃ‪‬ﺎ ﺣﻘﻘﺖ ﺃﻫﺪﺍﻓﻬﺎ ﺇﺫﺍ ﱂ ﲢﻘﻖ ﻫـﺪﻓﲔ ﺭﺋﻴـﺴﻴﲔ‪،‬‬
‫ﲢﺮﻳﺮ ﺍﻷﺭﺽ‪ ،‬ﻭﲢﺮﻳﺮ ﺍﻟﺬﺍﺕ‪ ،‬ﺍﻟﺜﻮﺭﺓ ﺍﻟﻔﻴﺘﻨﺎﻣﻴـﺔ ﺣﻘﻘـﺖ‬
‫ﺍﳍﺪﻓﲔ‪ ،‬ﲢﺮﻳﺮ ﺍﻷﺭﺽ‪ ،‬ﻭﲢﺮﻳﺮ ﺍﻟـﺬﺍﺕ‪ ،‬ﺑﻴﻨﻤـﺎ ﺍﻟﺜـﻮﺭﺓ‬
‫ﺍﳉﺰﺍﺋﺮﻳﺔ ﺃﺟﻬﻀﺖ‪ ،‬ﲝﻴﺚ ﺣﺮﺭﺕ ﺍﻷﺭﺽ‪ ،‬ﻟﻜﻦ ﺍﻟـﺬﺍﺕ‬
‫ﺍﳉﺰﺍﺋﺮﻳﺔ ﻻﺯﺍﻟﺖ ‪ -‬ﺣﱴ ﺍﻵﻥ ‪ -‬ﻣﺴﺘﻌﻤﺮﺓ ﻓﺮﻧـﺴﻴﺔ ﻣـﻦ‬
‫ﻃﺮﻑ ﺍﻟﻔﺮﺍﻧﻜﻮﻓﻮﻧﻴﺔ ﺑﻌﺪ ‪ 44‬ﺳﻨﺔ ﻣﻦ ﺍﻻﺳﺘﻘﻼﻝ‪ ،‬ﻓﻜﻴـﻒ‬
‫ﺗﺼﺮﻑ ﺍﻟﻔﻴﺘﻨﺎﻣﻴﻮﻥ ؟ ﻓﺄﻭﻝ ﻣﺎ ﺍﺳﺘﻘﻠﺖ ﺍﻟﺒﻼﺩ ﻗﺎﻣﻮﺍ ﺑ ﹶﻔ‪‬ﺘ‪‬ﻨﻤ‪‬ﺔ‬
‫ﻓﻮﺭﻳﺔ ﻭﺷﺎﻣﻠﺔ‪ ،‬ﺑﺮﺋﺎﺳﺔ ﻭﺑﺄﻣﺮ ﻣﻦ ﺍﻟﺰﻋﻴﻢ "ﻫﻮﺷـﻲ ﻣﻨـﻪ"‬
‫ﻋﻨﺪﻣﺎ ﻗﺎﻝ ﻗﻮﻟﺘﻪ ﺍﳌﺸﻬﻮﺭﺓ ﰲ ﻛﻠﻤﺔ ﻟﺸﻌﺒﻪ‪ " :‬ﺣﺎﻓﻈﻮﺍ ﻋﻠﻰ‬
‫ﺻﻔﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻔﻴﺘﻨﺎﻣﻴﺔ ﻛﻤﺎ ﲢﺎﻓﻈﻮﻥ ﻋﻠﻰ ﺻﻔﺎﺀ ﻋﻴـﻮﻧﻜﻢ"‪،‬‬
‫‪25‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻭﺍﺟﺘﻨﺒﻮﺍ ‪ -‬ﻭﺑﻌﻨﺎﻳﺔ ‪ -‬ﺃﻥ ﺗﺴﺘﻌﻤﻠﻮﺍ ﻛﻠﻤـﺎﺕ ﺃﺟﻨﺒﻴـﺔ ﰲ‬

‫ﻣﻜﺎﻥ ﺑﺈﻣﻜﺎﻧﻜﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻔﻴﺘﻨﺎﻣﻴﺔ" ﻓﻴﻪ‪ ،‬ﻫﻢ ﻳﻘﻮﻟﻮﻥ‬
‫ﺣﺎﻓﻈﻮﺍ ﻋﻠﻰ ﺻﻔﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻔﻴﺘﻨﺎﻣﻴﺔ ﻭﳓﻦ ﻟﻸﺳﻒ ﻧﺮﺩﺩ ﻗﻮﻟﺔ‬
‫ﻛﺎﺗﺐ ﻳﺎﺳﲔ ﺍﳌﺸﺌﻮﻣﺔ‪" ،‬ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻏﻨﻴﻤﺔ ﺣﺮﺏ‪.:‬‬
‫ﺍﻟﻘﻀﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻫﻲ ﻗﻀﻴﺔ ﺍﻟﻠﻐﺎﺕ ﺍﳉﻬﻮﻳﺔ‪ ،‬ﰲ ‪ 1999‬ﻗﺎﻡ‬
‫ﺟﻮﺳﺒﺎﻥ ﺭﺋﻴﺲ ﺍﳊﻜﻮﻣﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﺑﺈﺭﺳﺎﻝ ﺭﺳﺎﻟﺔ ﺇﱃ ﺟـﺎﻙ‬
‫ﺷﲑﺍﻙ ﺭﺋﻴﺲ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻳﻄﻠﺐ ﻣﻨﻪ ﻓﻴﻬـﺎ ﺗﻌـﺪﻳﻞ‬
‫ﺍﻟﺪﺳﺘﻮﺭ ﻭﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﻠﻐﺎﺕ ﺍﳉﻬﻮﻳﺔ ﰲ ﻓﺮﻧﺴﺎ‪ ،‬ﻓﻴﺠﻴﺒﻪ ﺷﲑﺍﻙ‬
‫ﻗﺎﺋﻼ ‪" :‬ﺭﺳﺎﻟﺘﻚ‪ ،‬ﻏﲑ ﻭﺍﺻﻠﺔ "‪ ،‬ﻭﻳﻌﻘﺪ ﳎﻠﺴﺎ ﻟﻠﻮﺯﺭﺍﺀ ﰲ ﺃﻗﻞ‬
‫ﻣﻦ ‪ 24‬ﺳﺎﻋﺔ‪ ،‬ﻭﺗﺘﺪﺍﻭﻝ ﺍﳊﻜﻮﻣﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﺑﺎﻹﲨﺎﻉ ﰲ ﺭﻓﺾ‬
‫ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﻠﻐﺎﺕ ﺍﳉﻬﻮﻳﺔ‪ ،‬ﻭﳜﺮﺝ ﻭﺯﻳـﺮ ﺍﻟﺪﺍﺧﻠﻴـﺔ ﺑﻴـﺎﺭ‬
‫ﺷﻮﻓﺎﳕﻮﻥ ﻭﻳﺼﺮﺡ ﲟﺎ ﻳﻠﻲ‪" :‬ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﻠﻐﺎﺕ ﺍﳉﻬﻮﻳﺔ ﻣﻌﻨﺎﻩ‬
‫ﺑﻠﻘﻨﺔ ﻓﺮﻧﺴﺎ" ‪ ،‬ﻓﻔﺮﻧﺴﺎ ﻭﻣﺎ ﺃﺩﺭﺍﻙ ﲣﺎﻑ ﻣﻦ ﺍﻟﺒﻠﻘﻨﺔ‪ ،‬ﻭﳓﻦ ﻻ‬
‫ﳔﺎﻑ‪ ،‬ﺃﻧﺎ ﻛﺸﺎﻭﻱ ﺃﺭﺣﺐ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﺍﳉﻬﻮﻳﺔ‪ ،‬ﻟﻜﻦ‬
‫ﻻ ﻧﻘﺒﻞ ﺃﻥ ﺗﺘﺼﺎﺭﻉ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﻟﻴﻔﺴﺢ ﺍ‪‬ﺎﻝ ﻟﻠﻐـﺔ‬
‫ﺍﻟﻔﺮﻧﺴﻴﺔ ﻛﻲ ﺗﺘﻤﻮﻗﻊ ﻭﺗﺴﻴﻄﺮ‪ ،‬ﻭﻣﺎ ﻧﺮﺍﻩ ﺍﻟﻴﻮﻡ ﻫﻮ ﺃﻥ ﻗﺎﻧﻮﻥ‬
‫ﺗﻌﻤﻴﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳎﻤﺪ‪ ،‬ﻭﺍﳌﻄﻠﻮﺏ ﺍﻟﻴﻮﻡ ﻟـﻴﺲ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺎﺕ ﻭﺇﳕﺎ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ‪ ،‬ﻭﺷﻜﺮﺍ‬
‫‪26‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﺃﺭﺯﻗﻲ ﻓﺮﺍﺩ‪:‬‬

‫ﺳﻴﺪﻱ ﺍﻟﺮﺋﻴﺲ‪ ،‬ﺍﻟﺴﺎﺩﺓ ﺍﻟﻮﺯﺭﺍﺀ ‪ ..‬ﺍﻟﺴﺎﺩﺓ ﺍﳊﻀﻮﺭ ‪..‬‬
‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ ‪..‬‬
‫ﻳﺴﻌﺪﱐ ﻛﺜﲑﺍ ﺃﻥ ﺃﺣﻀﺮ ﻫﺬﻩ ﺍﶈﺎﺿﺮﺓ ﺍﻟـﱵ ﺃﻟﻘﺎﻫـﺎ‬
‫ﺍﻷﺳﺘﺎﺫ ﺍ‪‬ﺎﻫﺪ ﺍﻟﻜﺒﲑ ﺍﻟﺴﻴﺪ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ ﺍﶈﺘﺮﻡ‪ ،‬ﺃﻧـﺎ‬
‫ﺃﺭﻳﺪ ﺃﻥ ﺃﻗﻮﻝ ﺷﻴﺌﺎ‪ ،‬ﻟﻮ ﻃﺒﻘﺖ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻜﻠﻢ‬
‫ﻋﻨﻬﺎ ﺃﺳﺘﺎﺫﻧﺎ ﳌﺎ ﺣﺪﺙ ﺍﻟﺮﺑﻴﻊ ﺍﻷﻣﺎﺯﻳﻐﻲ ﻭﱂ ﳛﺪﺙ ﺇﺿـﺮﺍﺏ‬
‫ﺍﶈﻔﻈﺔ ﻋﻠﻰ ﺍﻹﻃﻼﻕ‪ ،‬ﻭﱂ ﺗﻈﻬﺮ ﰲ ﺍﻟﺴﺎﺣﺔ ﺛﻘﺎﻓﺔ ﺍﻷﺣﻘـﺎﺩ‬
‫ﻭﺍﻟﻀﻐﺎﺋﻦ ﺑﲔ ﺍﻹﺧﻮﺓ ﺍﻟﺬﻳﻦ ﲨﻌﻬﻢ ﺍﻹﺳﻼﻡ ﻭﲨﻌﻬﻢ ﺍﻟﻮﻃﻦ‪،‬‬
‫ﺃﺷﺎﻃﺮ ﺩﻛﺘﻮﺭﻧﺎ ﻋﺜﻤﺎﻥ ﺳﻌﺪﻱ ﺍﻟﺬﻱ ﺃﺣﺘﺮﻣﻪ ﻛﺜﲑﺍ ﻭﺃﺷﺎﻃﺮﻙ‬
‫ﺣﺒﻚ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻟﻜﻨﲏ ﺃﺧﺘﻠـﻒ ﻣﻌـﻚ ﰲ ﺧـﺼﻮﻣﺘﻚ‬
‫ﻟﻸﻣﺎﺯﻳﻐﻴﺔ‪ ،‬ﻷﻧﲏ ﻋﺪﺕ ﺇﱃ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜـﺮﱘ ﻓﻮﺟـﺪﺕ ﻣـﺎ‬
‫ﻳﺸﺠﻌﲏ ﻋﻠﻰ ﺍﻻﺣﺘﻔﺎﻅ ﺑﻠﻐﺔ ﺍﻷﻣﻮﻣﺔ ﺍﻟﱵ ﻻ ﺗﺘﻨﺎﻗﺾ ﻣﻊ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﻣﺼﺪﺍﻗﺎ ﻟﻘﻮﻟﻪ ﺗﻌﺎﱃ " ﻭﻣﻦ ﺁﻳﺎﺗﻪ ﺧﻠﻖ ﺍﻟﺴﻤﻮﺍﺕ‬
‫ﻭﺍﻷﺭﺽ ﻭﺍﺧﺘﻼﻑ ﺃﻟﺴﻨﺘﻜﻢ ﻭﺃﻟﻮﺍﻧﻜﻢ ‪ " ....‬ﻭﺁﻳﺎﺕ ﺃﺧﺮﻯ‬
‫ﻣﻨﻬﺎ " ﻟﻮ ﺷﺎﺀ ﺭﺑﻚ ﳉﻌﻠﻜﻢ ﺃﻣﺔ ﻭﺍﺣﺪﺓ " ﻭﺁﻳـﺎﺕ ﺃﺧـﺮﻯ‬
‫ﻛﺜﲑﺓ‪ ،‬ﻭﻋﺪﺕ ﺇﱃ ﺍﳊﺮﻛﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻭﻭﺟﺪﺕ ﻣﺎ ﻳﺸﺠﻌﲏ ﻋﻠﻰ‬
‫ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻷﻣﺎﺯﻳﻐﻴﺔ‪ ،‬ﻟﻐﺔ‪ ،‬ﻭﺛﻘﺎﻓﺔ‪ ،‬ﻭﺣﻀﺎﺭﺓ‪ ،‬ﻳﺎ ﺣﺒﺬﺍ ﻟﻮ ﺃﻥ‬
‫‪27‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻛﺘﺎﺏ ﻣﺒﺎﺭﻙ ﺍﳌﻴﻠﻲ " ﺗﺎﺭﻳﺦ ﺍﳉﺰﺍﺋﺮ ﰲ ﺍﻟﻘـﺪﱘ ﻭﺍﳊـﺪﻳﺚ"‬

‫ﻣﱪﻣﺞ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‪ ،‬ﻫﺬﺍ ﺍﳌﺼﻠﺢ ﺍﻟﻌﻈﻴﻢ ﺃﻋﻄﻰ ﻟﻠﺒﻌﺪ‬
‫ﺍﻷﻣﺎﺯﻳﻐﻲ ﺣﻘﻪ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻭﻛﺬﻟﻚ ﺃﲪﺪ ﺗﻮﻓﻴﻖ ﺍﳌـﺪﱐ‪،‬‬
‫ﻭﻣﻮﻟﻮﺩ ﻗﺎﺳﻢ ﻧﺎﻳﺖ ﺑﻠﻘﺎﺳﻢ‪ ،‬ﻭﺍﻟﻘﺎﺋﻤﺔ ﻃﻮﻳﻠﺔ‪ ،‬ﻛﺬﻟﻚ ﻋﺪﺕ‬
‫ﺇﱃ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﺍﻟﻌﻈﻴﻤﺔ ﻓﻮﺟﺪﺕ ﻣﺎ ﻳـﺸﺠﻌﲏ ﺃﻳـﻀﺎ‪،‬‬
‫ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﱂ ﺗﻜﻦ ﺃﺑﺪﺍ ﺿﺪ ﺍﻷﺻـﺎﻟﺔ ﻭﺿـﺪ ﺍﻟﺒﻌـﺪ‬
‫ﺍﻷﻣﺎﺯﻳﻐﻲ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‪ ،‬ﻋﺪﺕ ﺇﱃ ﺍﻷﺩﺏ ﺍﻟﻌـﺮﰊ‬
‫ﻓﻮﺟﺪﺕ ﻣﺎ ﻳﺸﺠﻌﲏ ﻋﻠﻰ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ‪ ،‬ﺣﻴـﺚ‬
‫ﻳﻘﻮﻝ ﺃﺣﺪ ﺍﻟﺸﻌﺮﺍﺀ ‪:‬‬
‫ﺑﻘـﺪﺭ ﻟﻐﺎﺕ ﺍﳌﺮﺀ ﻳﻜﺜﺮ ﻧﻔﻌﻪ ﻓﺘـﻠﻚ ﻋﻨﺪ ﺍﻟﺸﺪﺍﺋﺪ ﺃﻋﻮﺍﻥ‬
‫ﺑﺎﺩﺭ ﺇﱃ ﺣﻔﻆ ﺍﻟﻠﻐﺎﺕ ﻭﻓﻬﻤﻬﺎ ﻓـﻜﻞ ﻟﺴﺎﻥ ﰲ ﺍﳊﻘﻴﻘﺔ ﺇﻧﺴﺎﻥ‬
‫ﺃﻧﺎ ﻣﺮﺟﻌﻴﱵ ﻫﻲ ﺍﻟﻘﺮﺁﻥ ﻭﺍﻟﺪﻛﺘﻮﺭ ﺿﺮﺏ ﻣﺜﺎﻻ ﻋـﻦ‬
‫ﻓﺮﻧﺴﺎ ﻭﻣﺎ ﺃﺩﺭﺍﻙ ﻣﺎ ﻓﺮﻧﺴﺎ‪ ،‬ﺃﻧﺎ ﻣﺮﺟﻌﻴﱵ ﻫﻲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪،‬‬
‫ﻭﺷﻲﺀ ﻃﺒﻴﻌﻲ ﺃﻥ ﻓﺮﻧﺴﺎ ﺗﺮﻓﺾ ﺍﻟﻠﻐﺎﺕ ﺍﶈﻠﻴﺔ‪ ،‬ﻷ‪‬ﻢ ﱂ ﻳﺮﺟﻌﻮﺍ‬
‫ﺇﱃ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﻭﺍﻟﺼﺮﺍﻉ ﻇﻬﺮ ﻋﻨﺪ ﺩﺧﻮﻝ "ﺳﻮﺳﺔ " ﺍﻻﺳﺘﻌﻤﺎﺭ‬
‫ﺍﻟﺬﻱ ﺃﻧﺘﺞ ﻣﺪﺭﺳﺔ ﺍﺳﺘﻌﻤﺎﺭﻳﺔ ﻛﻮﻟﻮﻧﻴﺎﻟﻴﺔ ﻟﻠﺘﻤﺰﻳﻖ ﺑﲔ ﺍﻟﻘﺒﺎﺋﻞ‬
‫ﻭﺍﻟﻌﺮﺏ‪ ،‬ﻭﺍﻟﻴﻮﻡ ﺃﻗﻮﻝ ﺇﻥ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺑﺮﻳﺌﺔ ﻣﻦ ﺍﻟﺘﻐﺮﻳﺐ ﺑـﺮﺍﺀﺓ‬
‫ﺍﻹﺳﻼﻡ ﻣﻦ ﺍﻹﺭﻫﺎﺏ‪.‬‬
‫‪28‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺇﻥ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺑﻌﺪ ﺃﺳﺎﺳﻲ ﰲ ﺷﺨﺼﻴﺘﻨﺎ ﻭﳓﻦ ﺩﺭﺳـﻨﺎ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻷﻣﺎﺯﻳﻐﻴﺔ‪ ،‬ﻓﻨﺤﻦ ﻧﺘﺬﻭﻕ ﺃﻡ ﻛﻠﺜﻮﻡ‪ ،‬ﻭﺃﺑﺎ ﻓﺮﺍﺱ‪،‬‬
‫ﻭﺍﳌﺘﻨﱯ‪ ،‬ﻭﺍﻟﻘﺒﺎﺋﻞ ﻗﻠﻌﺔ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻛﻢ ﻣﻦ ﺯﺍﻭﻳﺔ ﰲ ﻣﻨﻄﻘـﺔ‬
‫ﺍﻟﻘﺒﺎﺋﻞ‪ ،‬ﻭﺣﱴ ﺍﳌﺼﻠﺤﻮﻥ ﺍﻟﻜﺒﺎﺭ ﺩﺭﺳﻮﺍ ﰲ ﺍﳌﻨﻄﻘﺔ ﻣﺜﻞ ﺍﻟﺒﺸﲑ‬
‫ﺍﻹﺑﺮﺍﻫﻴﻤﻲ ﻭﻣﺎ ﺃﺩﺭﺍﻙ ﻣﺎ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ‪ ،‬ﻋﻼﻣﺔ ﺍﳉﺰﺍﺋـﺮ‪ ،‬ﺩﺭﺱ‬
‫ﰲ ﺯﺍﻭﻳﺔ "ﺇﺷﻼﻇﻦ "‪.‬‬
‫ﺇﺫﺍ ﻟﻴﺲ ﻫﻨﺎﻙ ﻣﺸﻜﻠﺔ ﺇﲰﻬﺎ ﺍﻟﺼﺮﺍﻉ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺇﻻ ﻋﻨﺪﻣﺎ ﺗﺪﺧﻠﺖ ﺍﻹﻳﺪﻳﻮﻟﻮﺟﻴﺔ‪ ،‬ﻟﺬﻟﻚ ﲡﺪﱐ ﺟﺪ‬
‫ﻣﺴﺮﻭﺭﺍ ﺑﺈﺩﺭﺍﺝ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﰲ ﺍﻟﺪﺳﺘﻮﺭ ﻭﺍﻧﺘﻬﺖ ﻣﻌﻬﺎ ﺍﳌﺰﺍﻳﺪﺓ‬
‫ﺍﻟﺴﻴﺎﺳﻴﺔ‪ ،‬ﻭﲤﻨﻴﺖ ﻟﻮ ﺃﻥ ﻫﺬﻩ ﺍﻟـﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳـﺔ ﺍﻟﻌﻘﻼﻧﻴـﺔ‬
‫ﺍﳌﺴﺆﻭﻟﺔ‪ ،‬ﻟﻮ ﻃﺒﻘﻨﺎﻫﺎ ﻟﺘﻔﺎﺩﻳﻨﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﺣﺒﺬﺍ ﻟﻮ‬
‫ﻳﺪﺭﺝ ﻣﻮﻗﻒ ﺭﻭﺍﺩ ﺍﻹﺻﻼﺡ ﻣﻦ ﺍﻷﻣﺎﺯﻳﻐﻴـﺔ ﰲ ﺍﳌﻨﻈﻮﻣـﺔ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﺍﻟﻌﺮﺑﻴﺔ ﻟﻨﺎ ﻭﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﻟﻨﺎ ﻭﺍﳉﺰﺍﺋـﺮ ﺗﺘـﺴﻊ ﳍﻤـﺎ‬
‫ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‪.‬‬
‫ﺍﻟﺸﺎﻋﺮ ‪ /‬ﻋﻤﺮ ﺃﺯﺭﺍﺝ‪:‬‬
‫ﺃﻧﺎ ﻏﺎﺋﺐ ﻋﻦ ﺍﳉﺰﺍﺋﺮ ﻣﺪﺓ ‪ 22‬ﺳﻨﺔ ﻭﺃﺷﻌﺮ ﺑﻌﺪ ﻋﻮﺩﰐ‬
‫ﺇﻟﻴﻬﺎ‪ ،‬ﺑﺄﻥ ﻫﻨﺎﻟﻚ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳊﺪﻳﺚ ﻋﻦ ﺍﻟﺘﻨـﻮﻉ ﺍﻟﺜﻘـﺎﰲ‬
‫ﻭﺍﻟﻠﻐﻮﻱ ﻳﺘﻢ ﲝﺰﻥ ﺑﺪﻻ ﻣﻦ ﺍﻟﻔﺮﺡ ﻭﺍﻻﻋﺘﺰﺍﺯ‪.‬‬
‫‪29‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺃﻋﺘﻘﺪ ﺃﻥ ﺍﳌﺪﺧﻞ ﺍﳉﻤﻴﻞ ﻭﺍﻟﺮﺍﺋﻊ ﳌﻨﺎﻗﺸﺔ ﻫـﺬﺍ ﺍﻟﺘﻨـﻮﻉ‬

‫ﺍﳉﺰﺍﺋﺮﻱ ﺍﻷﺻﻴﻞ ﻫﻮ ﺍﳊﻮﺍﺭ ﺍﳍﺎﺩﺉ ﻭﺍﻻﻋﺘﺮﺍﻑ ﺑﻪ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺑﻌﺪﺍ‬
‫ﻟﻠﻬﻮﻳﺔ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺃﻣﺎ ﻣﻮﺭﻭﺙ ﺍﻟﻜﻮﻟﻮﻧﻴﺎﻟﻴﺔ ﻓﻘﻀﻴﺔ ﳐﺘﻠﻔـﺔ ﲤﺎﻣـﺎ‪،‬‬
‫ﻭﳚﺪﺭ ﺑﻨﺎ ﺃﻥ ﻧﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻣﻦ ﻣﻮﻗﻊ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻧﺰﻉ ﺍﻻﺳﺘﻌﻤﺎﺭ‪.‬‬
‫ﻓﻔﻲ ﺑﺮﻳﻄﺎﻧﻴﺎ ﺍﳔﺮﻃﺖ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ﰲ ﺣﻘـﻞ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﻮﻟﻮﻧﻴﺎﻟﻴﺔ ﻣﺎ ﺑﻌﺪ ﺍﻟﻜﻮﻟﻮﻧﻴﺎﻟﻴﺔ ﻧﻈﺮﻳـﺎ ﻭﺇﻣﱪﻳﻘﻴـﺎ‪،‬‬
‫ﻭﺃﺩﺭﻛﺖ ﺃﻥ ﻫﻨﺎﻟﻚ ﲡﺎﺭﺏ ﰲ ﺇﻓﺮﻳﻘﻴﺎ ﻭﰲ ﺃﺳﻴﺎ ﺑﺸﻜﻞ ﺧﺎﺹ‬
‫ﻟﱰﻉ ﺍﻻﺳﺘﻌﻤﺎﺭ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺜﻘﺎﰲ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﺩﺑـﺎﺀ ﰲ‬
‫ﺇﻓﺮﻳﻘﻴﺎ ﲣﻠﻮﺍ ﻋﻦ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪‬ﺎﺋﻴﺎ ﻭﺃﺻﺒﺤﻮﺍ ﻳﻜﺘﺒﻮﻥ‬
‫ﺑﻠﻐﺎ‪‬ﻢ ﺍﶈﻠﻴﺔ‪ ،‬ﻭﻟﻴﺲ ﻓﻘﻂ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻮﻃﻨﻴـﺔ ﺍﳌـﺸﺘﺮﻛﺔ‪ ،‬ﺇ‪‬ـﻢ‬
‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﻟﻐﺎ‪‬ﻢ ﺍﶈﻠﻴﺔ ﻛﺄﺩﺍﺓ ﻣﻘﺎﻭﻣﺔ ﳌﲑﺍﺙ ﺍﻟﻜﻮﻟﻮﻧﻴﺎﻟﻴـﺔ‪،‬‬
‫ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻠﻐﺎﺕ ﺍﶈﻠﻴﺔ ﻭﻇﻔﺖ ﻛﺒﻌﺪ ﻣﻦ ﺃﺑﻌﺎﺩ ﺍﳍﻮﻳـﺔ‬
‫ﻭﻟﻴﺲ ﻣﻦ ﺃﺟﻞ ﻏﺮﺽ ﺳﻴﺎﺳﻲ ﺍﻧﻌﺰﺍﱄ ﻭﺍﻧﻔﺼﺎﱄ‪.‬‬
‫ﻭﻋﻠﻰ ﺿﻮﺀ ﺫﻟﻚ ﻓﺈﻥ ﻣﺎ ﻳﺮﻭﺝ ﻟﻪ ﻣﻦ ﻃﺮﻑ ﺑﻌـﺾ‬
‫ﺍﻟﺘﻴﺎﺭﺍﺕ ﻋﻨﺪﻧﺎ ﺑﺄﻥ ﻫﻨﺎﻟﻚ ﺻﺮﺍﻋﺎ ﺑﲔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ ﻫﻮ‬
‫ﳎﺮﺩ ﺇﺳﻘﺎﻃﺎﺕ ﻭﳘﻴﺔ‪ ،‬ﻓﺎﻟﱪﺑﺮ ﰲ ﺍﳉﺰﺍﺋﺮ ﻳﻔﺘﺨﺮﻭﻥ ﺑﺎﳊﻀﺎﺭﺓ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ـ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﻫﻲ ﺟﺰﺀ ﺃﺻﻴﻞ ﻭﻣﻜﻮﻥ ﻣﻦ ﻣﻜﻮﻧﺎﺕ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻓﻔﻲ ﺭﺃﻳﻲ ﻫﻨﺎﻟﻚ ﻓﺮﻕ ﺟﻮﻫﺮﻱ ﺑﲔ ﺩﻋـﺎﺓ‬
‫‪30‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻷﻣﺎﺯﻳﻐﻴﺔ ﻛﻠﻐﺔ ﻭﻛﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻤﻞ ﻋـﻞ ﺇﻧﻘﺎﺫﻫـﺎ‬

‫ﻭﺗﻄﻮﻳﺮﻫﺎ‪ ،‬ﻭﺑﲔ ﺃﺻﺤﺎﺏ ﺍﳌﺼﺎﱀ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺃﻭ ﺍﻻﻧﻔـﺼﺎﻟﻴﺔ‬
‫ﻭﺍﻻﻧﻌﺰﺍﻟﻴﺔ‪.‬‬
‫ﺇﻧﻪ ﻣﻦ ﺍﳌﺼﻠﺤﺔ ﺃﻥ ﳕﻴﺰ ﺑﲔ ﻫﺬﻳﻦ ﺍﻟﺸﻘﲔ ﻟﻨـﺘﻤﻜﻦ‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻘﻀﻴﺔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺗﻌﺎﻣﻼ ﻋﻘﻼﻧﻴﺎ‪ ،‬ﻓﺎﻟﻌﻘﻼﻧﻴﺔ‬
‫ﺷﺮﻁ ﺃﺳﺎﺳﻲ‪ ،‬ﻓﻔﻲ ﺍﻟﻠﻐﺔ ﻧﻔﺴﻬﺎ ﻳﺸﺘﺮﻁ ﺃﻥ ﺗﻜﻮﻥ ﻋﻘﻼﻧﻴﺔ‬
‫ﻟﺘﺆﺳﺲ ﻟﺸﻌﺐ ﻋﻘﻼﱐ‪.‬‬
‫ﻟﻘﺪ ﻣﻀﻰ ﻋﻠﻴﻨﺎ ﺯﻣﻦ ﻃﻮﻳﻞ ﻣﻨﺬ ّﺃﻥ ﺣﺼﻞ ﺍﻟﻨﻘـﺎﺵ ﰲ‬
‫ﺍﳉﺰﺍﺋﺮ ﺣﻮﻝ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﺑﺎﻋﺘﺒﺎﺭﳘـﺎ‬
‫ﻣﻜﻮﻧﲔ ﺃﺳﺎﺳﲔ ﻟﻠﻬﻮﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ‪ ،‬ﻭﺃﺫﻛﺮ ﺃﻧﻨﺎ ﺍﺷﺘﻐﻠﻨﺎ ﻋﻠﻰ ﻫﺬﺍ‬
‫ﺍﳌﻮﺿﻮﻉ ﻣﻊ ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ ﺃﺛﻨﺎﺀ ﺍﻹﻋﺪﺍﺩ ﳌﻠـﻒ‬
‫ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﺃﺛﻨﺎﺀ ﺍﻹﻋﺪﺍﺩ ﻟﺘﻌﺪﻳﻞ ﺍﳌﻴﺜﺎﻕ ﺍﻟﻮﻃﲏ ﰲ ﻓﺘـﺮﺓ‬
‫ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ .‬ﻓﺎﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﻄﺮﺡ ﻫﻲ ﻛـﻢ‬
‫ﻣﻦ ﻗﺎﻣﻮﺱ ﺑﺎﻟﻠﻐﺔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﻗﺪ ﻧﺸﺮ ﰲ ﺑﻼﺩﻧﺎ؟ ﻛﻢ ﻣﻦ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﱵ ﺗﻀﻢ ﺍﻟﺸﻌﺮ ﺍﻟﺸﻌﱯ ﺍﻷﻣﺎﺯﻳﻐﻲ‪ ،‬ﻭﺍﻷﻣﺜﺎﻝ ﺍﻟﺸﻌﺒﻴﺔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ‬
‫ﻭﻏﲑﻫﺎ ﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﻌﺒﲑ؟‬
‫ﳓﻦ ﻧﻌﺮﻑ ﺗﺎﺭﳜﻴﺎ ﺑﺄﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺪ ﲨﻌـﺖ ﻣـﻦ‬
‫ﺍﻷﺭﻳﺎﻑ ﻭﺍﻟﺼﺤﺎﺭﻯ ﻭﺍﻟﺒﺎﺩﻳﺔ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﻣﻜﻮﻧﺎ‪‬ﺎ‪ ،‬ﻓﻬﻞ ﻗﺎﻡ‬
‫ﺑﺎﺣﺜﻮﻥ ﻋﻨﺪﻧﺎ ﲜﻬﺪ ﻣﺘﻮﺍﺻﻞ ﳉﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﰲ ﻋﻤـﻖ‬
‫‪31‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻷﺭﻳﺎﻑ ﺣﻴﺚ ﺗﺘﻜﻠﻢ ﺑﻄﻼﻗﺔ ؟ ﺑﺎﻟﻄﺒﻊ ﻻ‪ ،‬ﻓﻜﻞ ﺑﻠﺪ ﻳﻌﻤـﻞ‬

‫ﲟﻌﺰﻝ ﻋﻦ ﺍﻵﺧﺮ ﱂ ﻳﺆﺳﺲ ﺑﻌﺪ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟـﺼﺮﻓﻴﺔ‬
‫ﻭﺍﻟﺒﻼﻏﻴﺔ ﻟﻠﻐﺔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺣﱴ ﻳﻮﻣﻨﺎ ﻫﺬﺍ‪.‬‬
‫ﻛﻤﺎ ﺃﻧﻪ ﱂ ﳛﺎﻭﻝ ﺃﻥ ﻳﺪﺧﻞ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﰲ ﺍﳊـﻀﺎﺭﺓ‬
‫ﺍﳌﻌﺼﺮﻧﺔ ﺑﻌﻠﻮﻣﻪ ﻭﺁﺩﺍﺑﻪ ﻭﻓﻠﺴﻔﺘﻪ ﻭﻓﻨﻮﻧﻪ ﻭﻫﻠﻢ ﺟﺮﺍ‪.‬‬
‫ﻟﻘﺪ ﺍﺳﺘﺨﺪﻣﺖ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﻋﻨﺪ ﺍﻟﺒﻌﺾ ﺑﻌﻴـﺪﺍ ﻋـﻦ‬
‫ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍ‪‬ﺮﺩ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟـﺼﺮﺍﻋﺎﺕ‬
‫ﺍﻹﻳﺪﻳﻮﻟﻮﺟﻴﺔ ﺗﻀﺮ ﺑﺎﻟﻮﺣﺪﺓ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻓﺎﻟﺪﻋﻮﺓ ﺍﳊﻘﻴﻘﻴﺔ ﻫﻲ ﺃﻥ‬
‫ﻧﻌﻤﻞ ﳉﻌﻞ ﺍﻟﻠﻐﺔ ﺍﻷﻣﺎﺯﻳﻐﺔ ﻟﻐﺔ ﻋﺎﳌﺔ‪.‬‬
‫ﻣﺮﺓ ﺳﺄﻟﲏ ﺯﻣﻴﻞ ﱄ ﺑﱪﻳﻄﺎﻧﻴﺎ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ‪ :‬ﻫﻮ ﺃﻧـﺖ‬
‫ﻋﺮﰊ ﺃﻡ ﺑﺮﺑﺮﻱ ) ﺃﻣﺎﺯﻳﻐﻲ (؟ ﻓﺄﺟﺒﺘﻪ ﺑﺄﻧﲏ ﻛﻼﳘﺎ ﻣﻌـﺎ‪ ،‬ﰒ‬
‫ﻗﻠﺖ ﻟﻪ ﺑﺄﻥ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺣﱴ ﺍﻵﻥ ﻫﻲ ﻟﻐﺔ ﺛﻘﺎﻓـﺔ ﻭﱂ ﲢﻘـﻖ‬
‫ﺧﻄﻮﺍﺕ ﻟﺘﺘﺤﻮﻝ ﺇﱃ ﻟﻐﺔ ﺣﻀﺎﺭﺓ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻧﻨﺎ ﺃﻣﺎﻡ ﻣﻬﻤـﺔ‬
‫ﺟﺒﺎﺭﺓ ﺗﻨﺘﻈﺮ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﻟﺘﺼﺒﺢ ﻟﻐﺔ ﺣﻀﺎﺭﺓ‪ ،‬ﻭﻫﻨﺎﻟﻚ ﻗـﻀﻴﺔ‬
‫ﺃﺧﺮﻯ ﺗﺘﻌﻠﻖ ﺑﺎﳊﺮﻭﻑ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﺘﺐ ‪‬ﺎ ﺍﻷﻣﺎﺯﻳﻐﻴـﺔ‬
‫ﻭﺃﻗﻮﻝ ‪‬ﺬﺍ ﺍﳋﺼﻮﺹ ﺑﺄﻥ ﺣﺮﻭﻑ ﺍﻟﺘﻔﻨﺎﻍ ﻟﻴﺴﺖ ﺟﺰﺍﺋﺮﻳـﺔ‬
‫ﻭﺇﳕﺎ ﻫﻲ ﻣﺸﺘﺮﻛﺔ ﻣﻊ ﺑﻠﺪﻳﻦ ﺇﻓﺮﻳﻘﻴﲔ ﻭﳘﺎ ﻣـﺎﱄ ﻭﺍﻟﻨﻴﺠـﺮ‪،‬‬
‫ﻓﺎﻷﺻﻠﺢ ﰲ ﺗﻘﺪﻳﺮﻱ ﻫﻮ ﺃﻥ ﺗﻜﺘﺐ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﺑﺎﳊﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪32‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺃﺳﻮﺓ ﺑﺎﳌﻌﻤﻮﻝ ﺑﻪ ﰲ ﺇﻳﺮﺍﻥ ﻭﺃﻓﻐﺎﻧﺴﺘﺎﻥ ﺣﻴﺚ ﺗﻜﺘﺐ ﻟﻐﺎ‪‬ﻤـﺎ‬

‫ﺑﺎﳊﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺮﻭﻑ ﺍﻟﻌﺮﺑﻴﺔ ﺳـﻴﺤﻘﻖ ﳒﺎﺣـﺎ ﻟﻐﻮﻳـﺎ‬
‫ﻭﺳﻴﺎﺳﻴﺎ ﰲ ﺁﻥ ﻭﺍﺣﺪ ﻭﻳﺼﻠﻨﺎ ﺑﺎﻟﺘﺮﺍﺙ ﺍﻷﻣﺎﺯﻳﻐﻲ ﺍﳌﻜﺘﻮﺏ ﻛﻠـﻪ‬
‫ﺗﻘﺮﻳﺒﺎ ﺑﺎﳊﺮﻑ ﺍﻟﻌﺮﰊ ﻭﻳﺒﻌﺪﻧﺎ ﻋﻦ ﺍﻟﺼﺮﺍﻋﺎﺕ ﻭﺍﻟﺘﺨﻮﻓﺎﺕ ﺍﻟـﱵ‬
‫ﳓﻦ ﰲ ﻏﲎ ﻋﻨﻬﺎ‪.‬‬
‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﺩ‪.‬ﺻﺎﱀ ﺑﻠﻌﻴﺪ‪:‬‬
‫ﻋﻠﻰ ﺿﻮﺀ ﺍﶈﺎﺿﺮﺓ ﺍﻟﻘﻴ‪‬ﻤﺔ ﺃﻗﺘﺮﺡ ﻓﺘﺢ ﺣﻮﺍﺭ ﻭﻃﲏ‪ ،‬ﻓﻤﺎ‬
‫ﺃﺣﻮﺟﻨﺎ ﺇﱃ ﻓﺘﺢ ﺣﻮﺍﺭ ﻭﻃﲏ ﺣﻮﻝ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪،‬‬
‫ﻭﺳﻴﺎﺳﺔ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ‪ ،‬ﻓﻔﻲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ‬
‫ﻳﺒﺪﻭ ﱄ ﺑﺄ ﹼﻥ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﲢﺘﺎﺝ ﺇﱃ ﻣﺮﺍﻋـﺎﺓ ﺍﳌﺮﺟﻌﻴـﺎﺕ‬
‫ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺑﺪﺀﺍ ﺑﺎﻟﺪﺳﺘﻮﺭ‪ ،‬ﻭﺑﻴﺎﻥ ﺃﻭﻝ ﻧﻮﻓﻤﱪ‪ ،‬ﻭﻣﺆﲤﺮ ﺍﻟـﺼﻮﻣﺎﻡ‬
‫ﻭﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﱵ ﺟﺎﺀﺕ ﺑﻌﺪ ﺍﻻﺳﺘﻘﻼﻝ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻳﺒﺪﻭ ﱄ ﺃﻥ ﻧﺮﺍﻋﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﺒﻌﺪ ﺍﻟﻌـﺮﰊ‪،‬‬
‫ﻭﺍﻟﺒﻌﺪ ﺍﻷﻣﺎﺯﻳﻐﻲ‪ ،‬ﻭﺍﻟﺒﻌﺪ ﺍﻹﻓﺮﻳﻘﻲ‪ ،‬ﻭﺍﻟﺒﻌﺪ ﺍﳌﺘﻮﺳﻄﻲ‪ ،‬ﰒ ﻻﺑـﺪ‬
‫ﺃﻥ ﻧﺮﺍﻋﻲ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﻌﻮﳌﺔ‪ ،‬ﻛﺬﻟﻚ ﻣﺮﺍﻋﺎﺓ ﺍﻹﺭﻫﺎﺹ‬
‫ﺍﻟﻌﺎﳌﻲ ﺍﻟﺬﻱ ﺗﻌﻠﻮ ﻓﻴﻪ ﺑﻌﺾ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻻ ﳒﺪ ﳍﺎ ﻣﻮﻗﻌﺎ‬
‫‪33‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﰲ ﺃﻃﺎﻟﻴﺴﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻻﺕ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﻟﺬﻟﻚ ﻻﺑﺪ‬

‫ﻣﻦ ﻧﻈﺮﺓ ﺟﺪﻳﺪﺓ ﲡﺎﻩ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﺍﳉﺪﻳﺪ‪.‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻋﻠﻴﻨﺎ ﺃﻥ ﳓﺪﺩ ﺑﺪﻗﺔ ﻣﻌﲎ ﺍﻟـﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﻮﻳـﺔ‬
‫ﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻣﺎﺫﺍ ﻧﻌﲏ ﺑﺴﻴﺎﺳﺔ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻭﻛﻴﻒ ﳛﺼﻞ‬
‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ؟ ﻭﺇﻧ‪‬ﻪ ﻻ ﳝﻜﻦ ﺃﻥ ﻧﻐﻴ‪‬ﺐ ﰲ ﻭﺿﻌﻨﺎ ﺍﳊﺎﱄ‬
‫ﻭﺟﻮﺩ ﻟﻐﺘﲔ ﻣﺘﻌﺎﻳﺸﺘﲔ ﻣﻨﺬ ﺃﻛﺜﺮ ﻣﻦ ﲬﺴﺔ ﻋـﺸﺮ ﻗﺮﻧـﺎﹰ‪،‬‬
‫ﻓﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻟﻐﺔ ﻣﺸﺘﺮﻛﺔ‪ ،‬ﻭﺍﻟﻠﻐﺎﺕ ﺍﻷﻣﺎﺯﻳﻐﻴـﺔ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﳋﻄﺎﺏ ﺍﻟﺸﻌﱯ ﺍﻟﻌﺎﻡ ﰲ ﻋﺪﺓ ﻣﻨـﺎﻃﻖ ﻣـﻦ‬
‫ﺑﻼﺩﻧﺎ‪ ،‬ﻭﻫﻲ ﻟﻐﺎﺕ ﻭﻇﻴﻔﻴﺔ‪.‬‬
‫ﺭﺍﺑﻌﺎ‪ :‬ﳚﺐ ﺃﻥ ﻧﻘ ‪‬ﺮ ﺑﺸﻲﺀ ﺧـﺼﻮﺻﻲ ﻭﺃﻥ ﻧﻘﻮﳍـﺎ‬
‫ﺻﺮﺍﺣﺔ‪ ،‬ﻭﻫﻮ ﻣﺮﺍﻋﺎﺓ ﺧﺼﻮﺻﻴﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧـﺴﻴﺔ ﺍﻟـﱵ‬
‫ﺩﺧﻠﺖ ﺇﱃ ﻋﻮﺍﺋﻠﻨﺎ ﻭﺇﱃ ﳏﻴﻄﻨﺎ‪ ،‬ﺇﻧ‪‬ﻪ ﻻ ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﺒﻌﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻔﺮﻧﺴﻴﺔ؛ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻓﺮﺿﻬﺎ ﺍﻻﺳﺘﻌﻤﺎﺭ ﻭﺍﻵﻥ ﻓﺮﺿـﺖ‬
‫ﻧﻔﺴﻬﺎ ﻭﻋﻠﻴﻪ ﻻ ﺑﺪ ﺃﻥ ﻧﺮﺍﻋﻲ ﻫﺬﻩ ﺍﳋﺼﻮﺻﻴﺔ‪ ،‬ﺇﱃ ﺟﺎﻧﺐ‬
‫ﺫﻟﻚ ﻻﺑﺪ ﺃﻥ ﻧﺮﺍﻋﻲ ﺍﻟﻠﻐﺎﺕ ﺃﻭ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻮﻃﻨﻴـﺔ‪ ،‬ﻓـﺈﺫﺍ‬
‫ﺣﺎﻭﻟﻨﺎ ﺃﻥ ﻧﻀﻊ ﺳﻴﺎﺳﺔ ﻟﻐﻮﻳﺔ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺭﺑﻊ‬
‫ﻳﺒﺪﻭ ﱄ ﺳﻨﺤ ﹼﻞ ﺍﳌﺸﻜﻠﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺸﻜﻞ ‪‬ﺎﺋﻲ ﻭﳝﻜﻨﻨـﺎ ﺃﻥ‬
‫ﳔﻄﻂ ﳌﺴﺘﻘﺒﻞ ﺃﻓﻀﻞ ﰲ ﺇﻃﺎﺭ ﺍﻟﺘﻔﺮﻳﻖ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﻭﻣﺎ‬
‫ﳍﺎ ﻣﻦ ﻋﻼﻗﺔ ﰲ ﺧﺼﻮﺻﻴﺎ‪‬ﺎ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﻣﺎ ﳍﺎ ﻣـﻦ‬
‫‪34‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻭﻇﺎﺋﻒ ﻭﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﻣﻘﺎﻣﻬﺎ ﻭﻛﻴﻔﻴﺔ ﺍﻹﻓﺎﺩﺓ ﻣﻨﻬﺎ ﰲ‬

‫ﻗﻀﺎﻳﺎ ﺗﻄﻮﻳﺮ ﻟﻐﺎﺗﻨﺎ ﻭﰲ ﻗﻀﺎﻳﺎ ﺍﻟﻌﻠﻢ ﺍﳌﻌﺎﺻﺮ‪ ،‬ﻭﻣﺎ ﺗـﺪﻳﺮﻩ‬
‫ﺍﻵﻟﻴﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ‪.‬‬
‫ﻭﺃﺷﻜﺮﻛﻢ ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ‪.‬‬
‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﻓﺎﻃﻤﺔ ﺍﻟﺰﻫﺮﺍﺀ ﺣﺮﺍﺙ‪:‬‬
‫ﺇﻥ ﺍﳍﻢ ﺍﻟﻜﺒﲑ ﺍﻟﺬﻱ ﳓﻤﻠﻪ ﲨﻴﻌﺎ ﻫﻮ ﺿﺮﻭﺭﺓ ﻭﺿـﻊ‬
‫ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ ﻭﻫﻮ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺬﻱ ﲨﻌﻨﺎ ﺍﻟﻴﻮﻡ‪ ،‬ﻭ‪‬ﺬﺍ‬
‫ﺍﳊﺠﻢ ﻭ‪‬ﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﻹﻃﺎﺭﺍﺕ‪ ،‬ﺍﶈﺎﺿﺮﺓ ﻛﻠﻬﺎ ﺃﺧﺘﺼﺮﻫﺎ‬
‫ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻠﻰ ﻟﺴﺎﻥ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻜـﺒﲑ ﻋﺒـﺪ ﺍﳊﻤﻴـﺪ‬
‫ﻣﻬﺮﻱ‪ ،‬ﳚﺐ ﺃﻥ ﺗﺘﺮﻙ ﺍﻟﺸﺤﻨﺔ ﺍﻟﻌﺎﻃﻔﻴﺔ ﺍﳌﻜـﺎﻥ ﻟﺘـﺸﻜﻴﻞ‬
‫ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻮﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐـﺎﺕ‪ ،‬ﻭﺃﱀ ﻋﻠـﻰ‬
‫ﺿﺮﻭﺭﺓ ﻣﺒﺎﺷﺮﺓ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﺍﻟﻘﺮﻳﺐ ﺍﻟﻌﺎﺟﻞ ﻣﻦ ﺧـﻼﻝ‬
‫ﺗﺸﻜﻴﻞ ﻫﻴﺌﺔ ﺗﺸﺘﻐﻞ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻟﻮﺿـﻊ ﻣـﺸﺮﻭﻉ ﺃﻭﱄ‬
‫ﻭﺃﻓﻀﻞ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﻤﻞ ﲢﺖ ﺇﺷﺮﺍﻑ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻓﺎﻟﻈﺮﻑ ﻣﻮﺍﺕ ﺟﺪﺍ ﻭﲟﻮﺍﺯﺍﺓ ﻣﻊ ﺍﻹﺻﻼﺡ ﺍﻟﺘﺮﺑﻮﻱ‪،‬‬
‫ﺍﻟﺬﻱ ﺗﺪﺣﺮﺟﺖ ﻓﻴﻪ ﺍﻟﻔﺮﻧﺴﻴﺔ ﺇﱃ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﻟﺘﻌﻠـﻴﻢ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ‪ ،‬ﺃﻋﻴﺪ ﻭﺃﻗﻮﻝ ﺇﻥ ﺍﻟﻮﻗﺖ ﻣﻮﺍﺕ ﻟﻮﺿﻊ ﺳﻴﺎﺳﺔ ﻟﻐﻮﻳﺔ‪.‬‬
‫ﻭﺷﻜﺮﺍ‬
‫‪35‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﻋﻤﺮ ﺑﺮﺍﻣﺔ‪:‬‬

‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ ‪،‬‬
‫ﺳﺄﻟﺘﺰﻡ ﲟﺎ ﺟﺎﺀ ﰲ ﳏﺎﺿﺮﺓ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻔﺎﺿـﻞ ﻋﺒـﺪ‬
‫ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ‪ ،‬ﺍﻷﺥ ﻣﻬﺮﻱ ﳓﻦ ﻧﻌﻠﻢ ﺃﻥ ﻓﺮﻧﺴﺎ ﳌـﺎ ﺃﺭﺍﺩﺕ‬
‫ﺃﻥ ﺗﺒﻌﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﺑﻌﺪ‪‬ﺎ ﺑﺎﻟﻘﻮﺓ ﻭﻣﻨﻌﺘﻬﺎ ﻣﻦ ﺍﻟﺘﺤﺮﻙ ﰲ‬
‫ﳎﺘﻤﻌﻬﺎ‪ ،‬ﻗﻠﺘﻢ ﺇﻥ ﳏﺎﻭﻻﺕ ﺇﻋﺎﺩﺓ ﺍﻻﻋﺘﺒﺎﺭ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨـﺬ‬
‫ﺍﻻﺳﺘﻘﻼﻝ‪ ،‬ﻛﺎﻧﺖ ﺍﶈﺎﻭﻟﺔ ﺍﻷﻭﱃ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺘﺸﺮﻳﻊ‪ ،‬ﻭﺃﺧﺮﻯ‬
‫ﺍﺭﲡﺎﻟﻴﺔ‪ ،‬ﻳﺒﺪﻭ ﱄ ﺃﻥ ﻫﻨﺎﻙ ﻗﺼﺮ ﻧﻈﺮ ﳌﺎ ﻭﻗـﻊ ﰲ ﺍ‪‬ﺘﻤـﻊ‬
‫ﺍﳉﺰﺍﺋﺮﻱ ﻣﻨﺪ ﺍﻻﺳﺘﻘﻼﻝ‪ ،‬ﺃﻗﻮﻝ ﺑﻞ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﳏـﺎﻭﻻﺕ‬
‫ﺟﺎﺩﺓ ﻭﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺃﻓﻮﺍﺝ ﺗﺸﺘﻐﻞ ﻟﻴﻞ ‪‬ﺎﺭ ﻟﺘﻌﻤﻴﻢ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇﻋﺪﺍﺩﻫﺎ ﻹﺩﺧﺎﳍﺎ ﰲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻟﻜـﻦ ﻫـﺬﻩ‬
‫ﺖ ﲟﻘﺎﻭﻣﺔ‪ ،‬ﺑﻞ ﻭﺻﻞ ﺍﻷﻣﺮ ﻟﻄﺮﺩ‬ ‫ﺍﶈﺎﻭﻻﺕ ﻭﺍﻷﻋﻤﺎﻝ ‪‬ﺟﻮ ‪ ‬‬
‫ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ‪ ،‬ﻫﺬﻩ ﺍﳌﻘﺎﻭﻣﺔ ﻛﺎﻥ ﻣﻦ ﻭﺭﺍﺋﻬﺎ ﻟـﻮﰊ‬
‫ﻣﺘﻨﻔﺬ‪ ،‬ﻭﺍﻟﺴﺆﺍﻝ ﻛﻴﻒ ﳝﻜﻨﻨﺎ ﺇﻋﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﻣﻜﻨﺎ‪‬ﺎ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﳉﺰﺍﺋﺮﻱ‪ ،‬ﻭﺃﻗﻮﻝ ﺑﻜﻞ ﺷﺠﺎﻋﺔ‪ :‬ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﻴﻮﻡ ﳎﻤﺪﺓ‪ ،‬ﻭﻣﻬﻤﺎ ﻗﻤﻨﺎ ﺑﺪﺭﺍﺳﺎﺕ‪ ،‬ﻭﻭﺿﻌﻨﺎ ﻣﻦ ﺑـﺮﺍﻣﺞ‬
‫ﻓﺈ‪‬ﺎ ﺳﺘﺘﺤﻄﻢ ﰲ ﺍﻟﻄﺮﻳﻖ؟ ﻷﻥ ﻫﻨﺎﻙ ﻟﻮﺑﻴﺎ ﻗﻮﻳﺎ ﳚﺎﺑﻪ ﻋﻮﺩﺓ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﻣﻜﺎﻧﺘﻬﺎ ﺍﻟﻄﺒﻴﻌﻴﺔ ﰲ ﺍﳉﺰﺍﺋﺮ‪.‬‬
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‫ﻓﻀﻴﻠﺔ ﺍﻟﺸﻴﺦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺷﻴﺒﺎﻥ‪:‬‬

‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ ‪..‬‬
‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ ‪..‬‬
‫ﺍﻟﺼﺮﺍﻉ ﻟﻦ ﻳﻜﻮﻥ ﺑﲔ ﺍﻷﻣﺎﺯﻳﻐﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺼﺮﺍﻉ ﺑﲔ‬
‫ﺍﻹﺳﻼﻡ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﺣﻀﺎﺭ‪‬ﺎ‪ ،‬ﻳﺬﻛﺮ ﺍﻟﻜـﺜﲑ ﻣـﻨﻜﻢ ﰲ‬
‫ﺍﻟﺜﻼﺛﻴﻨﻴﺎﺕ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺣﺮﻛﺔ ﻟﻨﺸﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺑـﺎﺭﻳﺲ‪،‬‬
‫ﻛﻤﺎ ﻧﺸﺮﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻫﻨﺎﻙ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﺸﻴﺦ ﺍﻟﻔﻀﻴﻞ ﺍﻟـﻮﺭﺛﻴﻼﱐ‬
‫ﻳﻘﻮﺩ ﻫﺬﻩ ﺍﳊﺮﻛﺔ‪ ،‬ﻓﺄﺳﺲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﻷﻧﺪﻳﺔ ﻓﺄﺻﺒﺢ ﺍﳉﺰﺍﺋـﺮﻱ‬
‫ﻳﻌﻮﺩ ﻭﺑﻔﻀﻞ ﻫﺬﺍ ﺍﻟﻮﻋﻲ ﺍﻟﻮﻃﲏ ﻭﺍﻟﻌﺮﰊ‪ ،‬ﻳﻌﻮﺩ ﺇﱃ ﺍﳉﺰﺍﺋﺮ ﺑﻴﺪ‬
‫ﻣﺎﻫﺮﺓ ﻭﲜﻴﺐ ﻋﺎﻣﺮ ﻭﺑﻔﻢ ﻳﻨﻄﻖ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺑﻌﻘﻴـﺪﺓ ﺻـﺤﻴﺤﺔ‪،‬‬
‫ﻋﻜﺲ ﻣﺎ ﳛﺼﻞ ﺍﻵﻥ‪ ،‬ﲝﻴﺚ ﻛﺜﲑ ﻣﻦ ﺍﳉﺰﺍﺋـﺮﻳﲔ ﺿـﺎﻋﻮﺍ‬
‫ﻭﺿﻴﻌﻮﺍ ﺩﻳﻨﻬﻢ ﻭﻟﻐﺘﻬﻢ ﺑﺴﺒﺐ ﺍﳉﻬﻞ‪ ،‬ﻭﻧﻀﺎﻟﻨﺎ ﰲ ﻫﺬﺍ ﺍ‪‬ـﺎﻝ‬
‫ﻛﺎﻥ ﻛﺒﲑﺍ‪ ،‬ﻓﻔﻲ ﻧﺪﺍﺀ ﻟﻠﺸﻌﺐ ﺍﳉﺰﺍﺋـﺮﻱ ﺑﻌـﺪ ﺍﻻﺳـﺘﻘﻼﻝ‬
‫ﻭﺑﺎﻟﻀﺒﻂ ﰲ ‪ 22‬ﺃﻭﺕ ‪1962‬ﻡ‪ ،‬ﻭﺭﺩﺍ ﻋﻠﻰ ﺍﲢﺎﺩﻳﺔ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ‬
‫ﺑﻔﺮﻧﺴﺎ ﰲ ﻃﻠﺒﻬﺎ ﺃﻥ ﻳﻜﻮﻥ ﺩﺳﺘﻮﺭ ﺍﳉﺰﺍﺋﺮ ﺍﳌﻘﺒﻞ ﻻﺋﻜﻴﺎ‪ ،‬ﻛـﺎﻥ‬
‫ﺭﺩﻧﺎ ﺑﺎﺳﻢ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﺳﻼﻡ ﺇﱃ ﺍﻟﺸﻌﺐ ﺍﳉﺰﺍﺋـﺮﻱ‬
‫ﺟﺎﺀ ﻓﻴﻪ‪ :‬ﺇﻧﻨﺎ ﱂ ﳒﺎﻫﺪ ﻓﻘﻂ ﻟﺮﻓﻊ ﺍﻟﻌﻠﻢ ﻭﲢﺮﻳﺮ ﺍﻟﻮﻃﻦ ﻭﺍﺳﺘﻘﻼﻝ‬
‫‪37‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﺍﻟﺒﻼﺩ‪ ،‬ﻭﺇﳕﺎ ﺟﺎﻫﺪﻧﺎ ﻭﻛﺎﻓﺤﻨﺎ ﻟﺘﺮﺗﻔﻊ ﻛﻠﻤﺔ ﺍﷲ ﰲ ﻫﺬﻩ ﺍﻷﺭﺽ‬

‫ﻭﻟﻐﺔ ﻫﺬﺍ ﺍﻹﺳﻼﻡ ‪"....‬‬
‫ﻭﺟﺎﺀ ﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﺍﻟﺘﺄﺳﻴﺴﻲ ﻭﻛﻨﺖ ﻣـﻦ ﺃﻋـﻀﺎﺋﻪ‬
‫ﻭﻛﺎﻥ ﺃﻧﺼﺎﺭ ﺍﻟﻔﺮﻧﺴﻴﲔ ﺃﻥ ﻃﺎﻟﺒﻮﺍ ﺑﺄﻥ ﻳﻜﻮﻥ ﰲ ﺍﻟﺪﺳﺘﻮﺭ ﺍﻟﺪﻳﻦ‬
‫ﻟﻠﺸﻌﺐ ﻭﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻟﻠﺸﻌﺐ‪ ،‬ﻣﻌﲎ ﻫﺬﺍ ﺃﻥ ﻻ ﺗﺮﺗﺒﻂ ﺍﻟﺪﻭﻟـﺔ‬
‫ﺑﺎﻹﺳﻼﻡ‪ ،‬ﻟﻜﻦ ﺍﳊﻤﺪ ﷲ ﻛﺎﻥ ﺍﻻﻧﺘﺼﺎﺭ ﻟﻠﻤﺠﺎﻫﺪﻳﻦ ﻭﺧـﺮﺝ‬
‫ﺍﻟﺪﺳﺘﻮﺭ ﺑـ ﺍﻹﺳﻼﻡ ﺩﻳﻦ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﻭﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ‪.‬‬
‫ﱂ ﻳﺸﻬﺪ ﺍﻟﺘﺎﺭﻳﺦ ﺣﺪﻭﺙ ﺃﻱ ﺻﺮﺍﻉ ﺑﲔ ﺍﻷﻣﺎﺯﻳﻐﻴـﺔ‬
‫ﻭﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻳﺎ ﺃﺳﺘﺎﺫ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ ﳌﺎﺫﺍ ﱂ ﳓﻘﻖ ﻣﺎ ﺣﻘﻘﻨﺎﻩ‬
‫ﺇﺑﺎﻥ ﺍﻻﺳﺘﻌﻤﺎﺭ ﰲ ﻧﺸﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﺍﻟﻴﻮﻡ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﰲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﳋﺎﻣﺴﺔ‪ ...‬ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ‬
‫ﺍﻷﺳﺘﺎﺫﺓ ‪ /‬ﺩ‪.‬ﻓﻀﻴﻠﺔ ﺑﻮﻋﻤﺮﺍﻥ‪:‬‬
‫ﺃﻭﻻ ﻗﻀﻴﺔ ﺍﻟﻠﻐﺔ ﻫﻲ ﻣﻦ ﺍﻟﻘﻀﺎﻳﺎ ﺍﳌﻬﻤﺔ ﺣﱴ ﰲ ﺍﻟـﺪﻭﻝ‬
‫ﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻭﺍﳌﺘﺘﺒﻊ ﻟﻠﺤﻤﻠﺔ ﺍﻻﻧﺘﺨﺎﺑﻴﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﻟﺮﺋﺎﺳﻴﺎﺕ ‪2007‬ﻡ‪،‬‬
‫ﻳﻼﺣﻆ ﺃﻥ ﻗﻀﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ ﰲ ﺻﻤﻴﻢ ﺑﺮﺍﻣﺞ ﺍﳌﺘﺮﺷـﺤﲔ‬
‫ﻟﺮﺋﺎﺳﺔ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‪ ،‬ﻭﺃﺷﲑ ﺃﻳﻀﺎ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻌﺮﺑﲔ‪،‬‬
‫ـ ﻭﳌﺎ ﺃﻗﻮﻝ ﺍﳌﻌﺮﺑﲔ ﻟﻴﺲ ﻣﻌﺮﰊ ﺍﻟﻌﺼﺮ ﺍﻟﺬﻱ ﺍﺯﺩﻫﺮﺕ ﻓﻴـﻪ‬
‫ﺍﳊﻀﺎﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ـ ﺍﻟﻜﺜﲑ ﻣﻨﻬﻢ ﻣﻮﺍﻗﻔﻬﻢ ﻣﺘﺤﺠـﺮﺓ‬
‫‪38‬‬ ‫ﺃﻫﻤﻴﺔ ﻭﺿﻊ ﺳﻴﺎﺳﺔ ﻭﻃﻨﻴﺔ ﻟﻠﻐﺎﺕ‬

‫ﻭﻣﺘﺼﻠﺒﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﲰﺢ ﻟﺒﻌﺾ ﺃﻋﺪﺍﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻴـﺪﺧﻠﻮﺍ‬

‫ﺑﻌﺾ ﺍﳌﺼﻄﻠﺤﺎﺕ ﰲ ﺍﻟﻘﺎﻣﻮﺱ‪ ،‬ﻣﺜﻞ ﺍﻟﻌﺮﺑﻔﻮﻧﻴﺔ‪ ،‬ﻭﺣﺴﺐ ﻣـﺎ‬
‫ﺟﺎﺀ ﰲ ﺍﶈﺎﺿﺮﺓ ﻭﺍﻟﺘﺪﺧﻼﺕ‪ ،‬ﺃﻥ ﺍﻟﺪﺍﺀ ﻣﻌﺮﻭﻑ ﻭﻣﺎ ﺑﻘـﻲ ﺇﻻ‬
‫ﻭﺻﻒ ﺍﻟﺪﻭﺍﺀ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ ﻭﺭﲪﺔ ﺍﷲ ﻭﺑﺮﻛﺎﺗﻪ‪.‬‬
‫ﺍﳌﻨﺸﻂ ﺍﻷﺳﺘﺎﺫ ‪ /‬ﻋﺜﻤﺎﱐ ﺍﳍﺎﴰﻲ ‪:‬‬
‫ﺷﻜﺮﺍ ﺟﺰﻳﻼ ﻟﻠﻤﺘﺪﺧﻠﲔ ﻭﺍﻟﻜﻠﻤﺔ ﻟﻠﺴﻴﺪ ﻋﺒﺪ ﺍﳊﻤﻴـﺪ‬
‫ﻣﻬﺮﻱ ﻟﻠﺮﺩ ﻭﺍﻟﺘﻮﺿﻴﺢ ﻓﻠﻴﺘﻔﻀﻞ ﻣﺸﻜﻮﺭﺍ‪.‬‬
‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻣﻬﺮﻱ ‪:‬‬
‫ﺃﺷﻜﺮ ﻛﻞ ﺍﻹﺧﻮﺍﻥ ﺍﻟﺬﻳﻦ ﺗﺪﺧﻠﻮﺍ ﲟﻼﺣﻈﺘـﻬﻢ ﻭﻫـﻲ‬
‫ﺗﻨﺪﺭﺝ ﰲ ﺣﻮﺍﺭ ﺃﺭﺟﻮ ﺃﻥ ﻳﺴﺘﻤﺮ ﻭﺃﻋﻴﺪ ﺍﻗﺘﺮﺍﺣﻲ ﺃﻥ ﻳﺘﺒﲎ ﺍ‪‬ﻠﺲ‬
‫ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻷﻧﻪ ﻳﺘﻄﻠﺐ ﻋـﺪﺓ ﺃﲝـﺎﺙ‬
‫ﻣﻌﻤﻘﺔ ﻭﺣﻮﺍﺭﺍﺕ ﺣﱴ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﺼﻞ ﺑﺎﻷﻓﻜﺎﺭ ﺍﻟﱵ ﻃﺮﺣﻨﺎﻫﺎ‬
‫ﺇﱃ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﺪﻗﻴﻖ ﻣﺎ ﻳﺒﻌﺪ ﻛﻞ ﺳﻮﺀ ﻓﻬﻢ ﻋﻦ ﻫـﺬﺍ‬
‫ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻓﺘﺤﻮﻳﻞ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻭﺭﺛﻨﺎﻩ ﳚﺐ ﺃﻥ ﻧﻘﻮﻡ ﺑﻪ‬
‫ﳓﻦ‪ ،‬ﲝﻴﺚ ﺗﻜﻮﻥ ﺟﻬﻮﺩﻧﺎ ﻣﺘﻜﺎﻣﻠﺔ ﻭﻏﲑ ﻣﺘﻌﺎﺭﺿﺔ‪.‬‬
‫ﺃﻛﺮﺭ ﺷﻜﺮﻱ ﻟﻺﺧﻮﺓ ﻋﻠﻰ ﺻﱪﻫﻢ ﻭﺇﱃ ﻟﻘﺎﺀ ﺃﺧﺮ‬
‫ﲝﻮﻝ ﺍﷲ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ‪.‬‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬

‫ﺭﺋﺎﺳﺔ ﺍﳉﻤﻬﻮﺭﻳﺔ‬
‫ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﻼﻥ ﻋﻦ ﺟﺎﺋﺰﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻳﻌﻠﻦ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻦ ﺗﻨﻈﻴﻢ "ﺟﺎﺋﺰﺓ ﺍﻟﻠﻐﺔ‬

‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﺴﻨﺔ ‪ " 2007/2006‬ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﺗﺸﺠﻴﻊ ﺍﻟﺒﺎﺣﺜﲔ‬
‫ﻭﺍﳌﺒﺪﻋﲔ ﻭﺗﺜﻤﲔ‪ ،‬ﻣﻨﺠﺰﺍ‪‬ﻢ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﺫﺍﺕ ﺍﳌﺮﺩﻭﺩ‬
‫ﺍﻟﻨﻮﻋﻲ ﺍﳍﺎﺩﻑ ﺇﱃ ﺇﺛﺮﺍﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻻﺳﻬﺎﻡ ﰲ ﻧﺸﺮﻫﺎ‬
‫ﻭﺗﺮﻗﻴﺘﻬﺎ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻷﻋﻤﺎﻝ ﻣﺆﻟﻔﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻡ‬
‫ﻣﺘﺮﲨﺔ ﺇﻟﻴﻬﺎ‪،‬‬
‫‪ 1‬ـ ﺷﺮﻭﻁ ﺍﻟﺘﺮﺷﺢ ﻟﻠﺠﺎﺋﺰﺓ‪:‬‬
‫‪ -‬ﺃﻥ ﻳﻘﺪﻡ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ -‬ﺃﻥ ﻳﺘﻮﻓﺮ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻗﻮﺍﻋﺪ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫‪ -‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﻣﻮﺛﻘﺎ ﻭﺃﺻﻴﻼ‪ ،‬ﻭﱂ ﻳﺴﺒﻖ ﻧﺸﺮﻩ‪،‬‬
‫ﻭﰲ ﳎﺎﻝ ﺍﻟﺘﺮﲨﺔ ﺗﺮﻓﻖ ﻧﺴﺨﺔ ﻟﻠﻨﺺ ﺑﻠﻐﺘﻪ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫‪ -‬ﺃﻥ ﻳﻜﻮﻥ ﻗﺪ ﻧﺎﻝ ﺑﻪ ﺻﺎﺣﺒﻪ ﺟﺎﺋﺰﺓ ﺃﻭ ﺷﻬﺎﺩﺓ ﻋﻠﻤﻴﺔ‪.‬‬
 ‫‪ -‬ﺃﻥ ﻳﻨﺪﺭﺝ ﺍﻟﺒﺤﺚ ﰲ ﺃﺣﺪ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺃﺩﻧﺎﻩ‪.‬‬
‫‪ 2‬ـ ﺣﺪﺩ ﻣﺒﻠﻎ ﺍﳉﺎﺋﺰﺓ ﺑـ ‪ 800.000‬ﺩﺝ‪ ،‬ﻳﻮﺯﻉ ﲟﻘﺪﺍﺭ‬
‫‪ 200.000‬ﺩﺝ ﻟﻜﻞ ﳎﺎﻝ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻷﺭﺑﻌﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﺟﺎﺋﺰﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ -‬ﺟﺎﺋﺰﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻋﻠﻮﻡ ﺍﻟﻄﺐ ﻭﺍﻟﺼﻴﺪﻟﺔ‪.‬‬
‫‪ -‬ﺟﺎﺋﺰﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺘﺮﲨﺔ ﺇﱃ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﺒﺎﺣﺚ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪.‬‬
‫‪ -‬ﺟﺎﺋﺰﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪.‬‬
‫ﺣﺪﺩ ﻣﺒﻠﻎ ﺍﳉﺎﺋﺰﺓ ﺍﻟﻔﺎﺋﺰ ﺍﻷﻭﻝ ﺑـ ‪ 130.000‬ﺩﺝ‪،‬‬
‫ﻭﻣﺒﻠﻎ ﺍﻟﺜﺎﱐ ﺑـ ‪ 70.000.‬ﺩﺝ ﰲ ﻛﻞ ﳎﺎﻝ ﻣﻦ ﺍ‪‬ﺎﻻﺕ‬
‫ﺍﻷﺭﺑﻌﺔ ﺍﳌﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ‪.‬‬
‫ﳝﻜﻦ ﺃﻥ ﻳﺘﻜﻔﻞ ﺍ‪‬ﻠﺲ ﺑﻨﺸﺮ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻔﺎﺋﺰﺓ‪ ،‬ﻭﺗﺼﺒﺢ‬
‫ﻣﻠﻜﺎ ﻟﻪ‪ ،‬ﺇﻻ ﺃﻧﻪ ﳝﻜﻦ ﻟﻠﻔﺎﺋﺰ ﺑﺎﳉﺎﺋﺰﺓ ﺍﺳﺘﻌﺎﺩﺓ ﺣﻘﻮﻗﻪ ﺣﺴﺐ‬
‫ﺩﻓﺘﺮ ﺍﻟﺸﺮﻭﻁ ﻭﺑﻌﺪ ﺍﻧﻘﻀﺎﺀ ﻣﺪﺓ ﺛﻼﺙ ﺳﻨﻮﺍﺕ – ﻋﻠﻰ ﺍﻷﻗﻞ ‪-‬‬
‫ﻣﻦ ﻧﺸﺮ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺗﻌﺮﺽ ﺍﻷﻋﻤﺎﻝ ﺍﳌﺮﺷﺤﺔ ﻋﻠﻰ ﳉﻨﺔ ﲢﻜﻴﻢ ﻣﻜﻮﻧﺔ ﻣﻦ‬
‫ﺫﻭﻱ ﺍﻻﺧﺘﺼﺎﺹ‪ ،‬ﺍﻟﺬﻳﻦ ﻻ ﻳﺴﻤﺢ ﳍﻢ ﺑﺎﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳉﺎﺋﺰﺓ‪،‬‬
‫‪ -‬ﻗﺮﺍﺭﺍﺕ ﳉﻨﺔ ﺍﻟﺘﺤﻜﻴﻢ ‪‬ﺎﺋﻴﺔ ﻭﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﻄﻌﻦ ﻭﻻ‬
‫ﺗﺮﺩ ﺍﻷﻋﻤﺎﻝ ﺇﱃ ﺃﺻﺤﺎ‪‬ﺎ‪ ،‬ﺳﻮﺍﺀ ﻓﺎﺯﺕ ﺃﻡ ﱂ ﺗﻔﺰ‪.‬‬
 ‫‪ 3‬ـ ﻳﺘﻜﻮﻥ ﻃﻠﺐ ﺍﻟﺘﺮﺷﺢ ﻟﻠﻤﺴﺎﺑﻘﺔ ﻣﻦ ﺍﻟﻮﺛﺎﺋﻖ ﺍﻵﺗﻴﺔ ‪:‬‬
‫‪ -‬ﻃﻠﺐ ﺧﻄﻲ‬
‫‪ -‬ﺍﻟﺴﲑﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻤﺸﺎﺭﻙ ﰲ ﺍﳉﺎﺋﺰﺓ‬
‫‪ -‬ﻧﺴﺨﺘﲔ ﻣﻦ ﺍﻟﺒﺤﺚ ﺍﳌﻘﺪﻡ ﻟﻨﻴﻞ ﺍﳉﺎﺋﺰﺓ‪:‬‬
‫‪ -‬ﺍﻟﻨﺴﺨﺔ ﺍﻷﻭﱃ ﻣﺴﺠﻠﺔ ﻋﻠﻰ ﻗﺮﺹ‪.‬‬
‫‪ -‬ﺍﻟﻨﺴﺨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺗﻮﺟﻪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﱪﻳﺪ ﺍﳌﺴﺠﻞ‪،‬‬
‫ﻭﻳﻜﻮﻥ ﺗﺎﺭﻳﺦ ﺍﳋﺘﻢ ﺍﻟﱪﻳﺪﻱ ﺷﺎﻫﺪﺍ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬
‫‪ 4‬ـ ﻳﻔﺘﺢ ﺑﺎﺏ ﺍﻟﺘﺮﺷﺢ ﻟﻠﺠﺎﺋﺰﺓ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﻧﺸﺮ ﻫﺬﺍ‬
‫ﺍﻹﻋﻼﻥ ﰲ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﺇﱃ ﻏﺎﻳﺔ ‪ 30‬ﺩﻳﺴﻤﱪ ‪.2007‬‬
‫‪ 5‬ـ ﻳﻮﺟﻪ ﻣﻠﻒ ﺍﻟﺘﺮﺷﺢ ﺇﱃ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻷﰐ‪:‬‬

‫ﺍﻟﺴﻴﺪ ﺭﺋﻴﺲ ﺍﻟﻤﺠﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺷﺎﺭﻉ ﻓﺮﺍﻧﻜﻴﻦ ﺭﻭﺯﻓﻠﺖ‪ ،‬ﺍﻟﺠﺰﺍﺋﺮ‬
‫ﺃﻭ‬
‫ﺹ‪.‬ﺏ‪ 575 :‬ﺷﺎﺭﻉ ﺩﻳﺪﻭﺵ ﻣﺮﺍﺩ ﺍﻟﺠﺰﺍﺋﺮ ﺍﻟﻌﺎﺻﻤﺔ‬

‫" ﺟﺎﺋﺰﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ "‬

 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺭﺋﺎﺳﺔ ﺍﳉﻤﻬﻮﺭﻳﺔ‬
‫ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻧﺪﺍﺀ ﻟﻠﻤﺴﺎﳘﺔ ﰲ ﻧﺪﻭﺓ‬

‫ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫" ﺧﻄﻮﺍﺕ ﳓﻮ ﺍﻹﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ "‬

‫ﻳﺪﻋﻮ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﺍﳌﻌﻠﻮﻣﻴﺎﺕ ﻭﺍﳌﺨﺘﺼﲔ‬

‫ﰲ ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺴﺎﳘﺔ ﰲ ﻧﺪﻭﺓ ﻣﻮﺿـﻮﻋﻬﺎ‪:‬‬
‫ﺍﻟﱪﳎﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ " ﺧﻄﻮﺍﺕ ﳓﻮ ﺍﻻﺩﺍﺭﺓ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ‬
‫"‪ ،‬ﺍﻟﱵ ﺗﺘﻀﻤﻦ ﺍﶈﺎﻭﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫• ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻹﺩﺭﺍﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬

‫• ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺒﺎﺩﻻﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﳌﺼﺮﻓﻴﺔ‬
‫• ﳕﺎﺫﺝ ﺗﻄﺒﻴﻘﻴﺔ ﻟﻺﺩﺍﺭﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫• ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻹﻧﺘﺮﻧﺖ‬
 ‫ﺣﺪﺩﺕ ﺍﻵﺟﺎﻝ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫• ﺁﺧﺮ ﺃﺟﻞ ﻹﺭﺳﺎﻝ ﺍﳌﺴﺎﳘﺎﺕ ‪ 15‬ﺃﻛﺘﻮﺑﺮ ‪2007‬‬
‫• ﺍﻹﺷﻌﺎﺭ ﺑﺎﻟﻘﺒﻮﻝ ‪ 15‬ﻧﻮﻓﻤﱪ ‪2007‬‬
‫• ﺗﺎﺭﻳﺦ ﺍﻟﻨﺪﻭﺓ ‪ 09‬ﻭ‪ 10‬ﺩﻳﺴﻤﱪ ‪2007‬‬

‫ﺗﺮﺳﻞ ﺍﳌﺴﺎﳘﺎﺕ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺣﺪﻭﺩ ‪ 10‬ﺻﻔﺤﺎﺕ ﻋﻠـﻰ ﺷـﻜﻞ‬

‫‪ word‬ﺃﻭ ‪ pdf‬ﺇﱃ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻹﻟﻜﺘﺮﻭﱐ‪:‬‬
‫‪barmajiat2007@gmail.com‬‬

‫ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻳﻌﻠﻦ ﺍ‪‬ﻠﺲ ﳌﻨﺘﺠﻲ ﻭﻣﺴﻮﻗﻲ ﺍﻟﱪﳎﻴﺎﺕ‪،‬‬

‫ﻋﻦ ﺗﻨﻈﻴﻢ ﻣﻌﺮﺽ ﻋﻠﻰ ﻫﺎﻣﺶ ﺍﻟﻨﺪﻭﺓ ﳜﺼﺺ ﻟﻠﺤﻠﻮﻝ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
 ‫ﺍﻹﻳﺪﺍﻉ ﺍﻟﻘﺎﻧﻮﱐ‪3101-2007 :‬‬
‫ﺭﺩﻣﻚ )‪978-9947-821-24-04 :(ISBN‬‬
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