Developing the Ability to Speak in Class

In the Algerian educational landscape, this work questions the paradox between the demand for learners' discursive emancipation and the reality of classroom practices in the fourth year of middle school (4AM). Drawing on the frameworks of socioconstructivism and verbal interactionism, Dr. BOUTAMMINA deconstructs the mechanisms of dialogical flows to identify the levers capable of liberating adolescent speech. The study, anchored in rigorous empirical research at the BOULARES Makhlouf middle school, demonstrates that student mutism is less the sign of cognitive vacuity than the consequence of an interactional environment saturating the "affective filter". By analyzing professorial postures, the author proves that normative heterocorrection hinders expression, while benevolent support encourages autonomy.A veritable reference tool, this treatise proposes remedial engineering aimed at reconfiguring the classroom as a space of safety and exchange. It invites teachers to undergo a profound transformation: to become the architects of a communicative scaffolding conducive to language socialization.