According to the archaeological data, the ancient colonization of the Canary Islands was initiated at the beginnings of the 1st millennium BC, by Imazighen populations. This colonization propitiated the introduction in the Canarian Archipielago of the Lybico-Berber inscriptions, among other cultural elements from the North African Amazigh world. In the following pages we analyze the ancient colonization of the Canary Islands in light of the study of Libyco–Berber inscriptions, Latino Canarian scripts, and indigenous material culture.

Although critical discourse analysis (CDA) sets out to investigate both oppressive and progressive discourses, the vast bulk of published studies seem to prioritize the former. This paper is a response to scholarly calls to engage with (non)oppressive discourses by integrating positive impulses in critical discourse analysis, and thus contribute to the growth of positive discourse analysis (PDA), a complement to CDA, which attends to the emancipatory mechanisms of resistance. Using a combination of theoretical tools, this paper takes a case study (...) approach to explore the potentials of ‘complexification’ [Macgilchrist, F. (2007). Positive discourse analysis: Contesting dominant discourses by reframing the issues. Critical Approaches to Discourse Analysis Across Disciplines, 1(1), 74–94], a counter-discursive strategy for propelling marginal discourses into the dominant official school discourse. Specifically, the paper discusses three layers of complexification found in a selected Moroccan EFL textbook which has been developed, approved and distributed by the Moroccan Ministry of Education, and has been required to be used in every school, public or private. The analysis highlights the role this textbook plays in promoting emancipatory and progressive discourses about Amazigh social actors, and hence, signals a new shift in analytic focus by illuminating a concrete application of PDA in education curricula. (shrink)

This paper aims to approach a linguistic and cultural question as it was thought of and expressed not only through official texts and discourses, but also through how we observe it in the written journalism in Morocco. Its usage especially the one related to the Tamazight language and culture, is based on political, educational, cultural, economic, and identity issues.

This paper presents a corpus of Tashlhit bu-nouns, in which bu generally expresses the possessor of what the inner noun refers to. Comparison with other dialects of Amazigh is undertaken, revealing the cross-dialectal complexity of this type of nominal formation. Notwithstanding their morphosyntactic intricacy, which challenges Greenberg’s Universal 28, the Lexical Integrity Hypothesis and the No Phrase Constraint, bu-nouns have been dealt with only sporadically and have at times even been overlooked. The presentation will shed light on the inflectional (...) alternations inner bu-nouns exhibit, the existence of an alternative periphrastic expression, the pluralization pattern of these nouns, their alienable vs. inalienable possession patterns, as well as the possible recursion of the bu-noun affixes. (shrink)

Les observations des activités de jeux et de construction de jouets se concentrent sur l’âge préscolaire et primaire. Le début des activités ludiques des filles et garçons à l’extérieur de la maison, dans le domaine public, se situe vers l’âge de trois ans dans l’Anti-Atlas et en général au Maroc. Toutefois, l’on trouve des enfants plus petits dehors, lorsqu’ils sont pris en charge par des filles à l’âge de l’école primaire ou par des adolescentes, moins souvent par des garçons ou (...) adolescents : les observations concernent donc des filles de l’Anti-Atlas âgées de 2 à 8 ans, à quelques exceptions près, les jeux de faire semblant, les poupées et autres objets bricolés, et examinent l’impact des jouets industriels sur la fabrication de jouets par les enfants. (shrink)

This essay is an autobiographical journey through my intellectual career. It is a reflection on how my mother tongue Berber and my identity as a woman have impacted my career to the extent that they are interlocked in my research agenda. My Berber identity inspired my graduate theses and subsequent linguistics work, and my identity as a woman inspired my endeavors to help create the first Studies and Research on Women Center and the first graduate Gender Studies Program in my (...) university. These two academic structures spearheaded the creation of similar centers and programs in Morocco and North Africa. The combination of my two identities is behind my introduction of the Language and Gender discipline in Morocco and North Africa and made of me a Berber feminist linguist. (shrink)