Language Policies and Education Outcomes in Multilingual Algeria: An Interdisciplinary Perspective

Algeria is a multilingual country where multiple languages are used in official contexts, reflecting its complex linguistic landscape and historical influences. The study employs an interdisciplinary approach combining sociolinguistics, pedagogy, and statistics to analyse data from national surveys and school records. A notable finding is the significant disparity in student performance metrics (mathematics and literacy) between schools where Arabic is predominantly used versus those using Berber languages as a medium of instruction. Language policies significantly influence educational outcomes, with some language groups outperforming others based on the predominant use of their language in the classroom. Recommendation for policymakers includes the balanced integration of diverse languages into formal education systems to enhance inclusivity and equity.