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All Journal EL-MAQALAH: Journal of Arabic Language Teaching and Linguistics
Taoufik Aboubker
Faculty of Languages, Litterature, and Arts, Ibn Tofail University in Kénitra, Dr. Khadija Marouazi
Arts Education Languange, Linguistic, Communication & Media

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Literary Cross-Pollination between Hassaniya and Arabic: The Influence of Hassaniya Literature on the Moroccan Literary Scene Taoufik Aboubker
EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics Vol. 7 No. 1 (2026): EL-MAQALAH: Journal of Arabic Language Teaching and Linguistics
Publisher : The Department of Arabic Language Education, Pascasarjana Universitas Islam Negeri Banda Aceh of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/maqalah.v7i1.9878

Abstract

Hassaniya literature constitutes an intrinsic component of Moroccan cultural heritage, reflecting the desert environment with its distinctive values and traditions and characterized by its predominantly oral nature as well as its rich linguistic and stylistic legacy. Moroccan literature, by contrast, in its diverse written expressions, represents a dynamic confluence of linguistic and cultural influences, providing fertile ground for interaction with various literary forms, foremost among them Hassaniya literature. Employing a historical-analytical approach, this study examines the dynamics of interaction between Hassaniya and Moroccan literatures by analyzing the influence of Hassaniya literary production on the broader Moroccan literary scene and highlighting its contribution to enriching the national literary field through the works of Saharan poets and writers. This interaction has been shaped by several factors, notably the role of zawiyas, scholarly institutions, and Saharan families in disseminating desert literary traditions, particularly the family of Sheikh Ma al-Ainin. The study further explores thematic intersections between the two literatures within the Saharan environment in relation to national identity, including resistance, religion, and language. Hassaniya literature expresses key dimensions of Moroccan social identity and embodies its values through distinctive poetic and narrative forms, intersecting with Moroccan literature in documenting questions of belonging and identity. Ultimately, the paper demonstrates how the plurality of Morocco’s cultural currents and social components has historically functioned—and continues to function—as a source of cohesion and strength, enriching national unity through literary interaction and integration between Hassaniya and Moroccan literatures in a deeply rooted and mutually reinforcing relationship.
Identity and School Discourse: Does Vernacular Linguistic Heritage Undermine Educational Communication within Classrooms? Taoufik Aboubker
EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics Vol. 6 No. 2 (2025): EL-MAQALAH: Journal of Arabic Language Teaching and Linguistics
Publisher : The Department of Arabic Language Education, Pascasarjana Universitas Islam Negeri Banda Aceh of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/maqalah.v6i2.8374

Abstract

This study examines the impact of vernacular linguistic heritage on educational communication within classrooms by exploring the interference between Standard Arabic and local dialects. It aims to deconstruct the tension between what is expected to be a coherent pedagogical discourse and a linguistic reality shaped by the sociological environment, which often renders educational communication vulnerable to confusion and disruption. Central questions addressed in the study include: How can a balance be achieved between Standard Arabic and pedagogical interaction under the dominance of vernacular linguistic heritage? To what extent does the use of vernacular terminology hinder and fragment educational communication? How capable are teachers of maintaining equilibrium between learner interaction and the use of standard linguistic concepts? The study focuses on three main axes: School discourse between colloquial and formal communication; The diglossic divide between Standard Arabic and vernacular dialects and its impact on educational communication; Toward a pedagogical approach to balancing Standard Arabic with classroom interaction. The research adopts a descriptive-analytical methodology, drawing on theoretical analysis of linguistic and educational literature and observing classroom practices from a descriptive perspective. The approach provides an analytical and theoretical dimension aimed at uncovering the pedagogical implications of this phenomenon and proposing alternative strategies to address it. Findings indicate that functionally integrating vernacular linguistic heritage within classroom practices can serve as a pedagogical entry point for gradually developing mastery of Standard Arabic. This approach simultaneously achieves two objectives: preserving Standard Arabic –- which is experiencing notable decline –- and encouraging active learner participation by transforming colloquial concepts into standard equivalents, fostering a linguistic synthesis that safeguards Standard Arabic while supporting pedagogical interaction.
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