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‫‪@ @ÞbРþa@‡äÇ@ðìÌÜÛa@åíbjnÜÛ@òîÇbànuüa@Þì–þa‬‬

‫ﺍﻟﻠﻐﺔ ﺍﺧﺘﺮﺍﻉ ﺗﻔﺮﺩ ﺑﻪ ﺍﻹﻧﺴﺎﻥ ﰲ ﳑﻠﻜﺔ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴﺔ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍﻻﺧﺘﺮﺍﻉ ﺗﻜﻤﻦ ﻋﺒﻘﺮﻳﺔ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺬﻱ‬
‫ﺍﺳﺘﻄﺎﻉ ﺃﻥ ﳜﺘﺰﻝ ﺍﻟﻮﻗﺎﺋﻊ ﰲ ﺭﻣﻮﺯ ﻭﺻﻮﺭ ﻭﺇﺷﺎﺭﺍﺕ ﺗﺘﻜﺎﻣﻞ ﰲ ﻧﻈﺎﻡ ﻟﻐﻮﻱ ﺭﻣﺰﻱ ﺑﺎﻟﻎ ﺍﳉﻤﺎﻝ ﻭﺍﻟﺘﻌﻘﻴﺪ‪.‬‬
‫ﻟﻘﺪ ﻫﻴﺄﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﺑﻮﺻﻔﻬﺎ ﻇﺎﻫﺮﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻧﻔﺴﻴﺔ ﺑﻴﻮﻟﻮﺟﻴﺔ‪ ،‬ﺍﳌﺨﺎﺽ ﺍﻟﻌﻠﻤﻲ ﻟﻮﻻﺩﺓ ﻓﺮﻭﻉ ﻋﻠﻤﻴﺔ‬
‫ﺟﺪﻳﺪﺓ ﺗﺒﺤﺚ ﰲ ﻧﺸﺄﺓ ﺍﻟﻠﻐﺔ ﻭﺗﺎﺭﳜﻬﺎ ﻭﺃﺷﻜﺎﳍﺎ ﻭﻗﺎﻧﻮﻧﻴﺔ ﻭﺟﻮﺩﻫﺎ‪ .‬ﻭﻗﺪ ﺃﺩﻯ ﺗﻄﻮﺭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻷﲝﺎﺙ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﳉﺎﺭﻳﺔ‪ ،‬ﺍﻟﻴﻮﻡ‪ ،‬ﺇﱃ ﻇﻬﻮﺭ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﺮﺻﺪ ﺍﻟﻌﻼﻗﺔ ﺍﳉﺪﻟﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﲔ ﺍﻟﻠﻐﺔ‬
‫ﻭﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﻭﻳﻌﻮﺩ ﺇﱃ ﺩﻭﺭﻛﻬﺎﱘ‪ ، Durkheim‬ﻣﻦ ﺑﲔ ﻋﻠﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﻓﻀﻞ ﺍﻟﺴﺒﻖ ﰲ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻠﻐﺔ ﰲ ﺟﻮﺍﻧﺒﻬﺎ‬
‫ﺍﺟﺘﻤﺎﻋﻲ«‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻳﺘﺒﺪﻯ ﺫﻟﻚ ﺣﲔ ﻳﻘﺮﺭ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺃﻋﻤﺎﻟﻪ ﺑﺄﻥ ﺍﻟﻠﻐﺔ ﻇﺎﻫﺮﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺃﻭ »ﺷﻲﺀ‬
‫ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﱃ‪.((1‬‬
‫ﻭﻗﺪ ﻭﺟﺪﺕ ﺭﺅﻳﺔ ﺩﻭﺭﻛﻬﺎﱘ ﻫﺬﻩ ﺗﻌﺰﻳﺰﺍ ﳍﺎ ﰲ ﺃﻓﻜﺎﺭ ﺟﻮﻥ ﺩﻳﻮﻱ ‪Dewey‬ﺍﻟﺬﻱ ﻳﻨﻈﺮ ﺇﱃ ﺍﻟﻠﻐﺔ ﺑﻮﺻﻔﻬﺎ‬
‫ﳕﻄﺎ ﻣﻦ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻛﻤﺎ ﻭﺟﺪﺕ ﺻﺪﺍﻫﺎ ﺍﻟﻜﺒﲑ ﺃﻳﻀﺎ ﻋﻨﺪ ﺳﺎﺳﻮﺭ‪ Saussure‬ﺍﻟﺬﻱ ﻳﺆﻛﺪ ﺑﺪﻭﺭﻩ‬
‫ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﲔ ﺍﻟﻠﻐﺔ ﻭﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻫﺬﺍ ﻭﳚﻤﻊ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺳﻮﺳﻴﻮﻟﻮﺟﻴﻮ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻴﻮﻡ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﺸﺮﻭﻁ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﻮﺻﻔﻬﺎ ﺗﺸﻜﻞ ﺍﻹﻃﺎﺭ ﺍﳌﻮﺿﻮﻋﻲ ﻟﻨﻤﻮ ﺍﻟﻠﻐﺔ ﻭﺗﻄﻮﺭﻫﺎ ﻭﺗﺒﺎﻳﻨﻬﺎ ﺑﺘﺒﺎﻳﻦ‬
‫ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬

‫‪1‬‬
‫‪Madeline Grawitz:‬‬ ‫‪Méthodes des Sciences sociales, Dalloz, Paris, 1984,314.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻳﻘﻮﻝ ﻋﺎﱂ ﺍﻟﻨﻔﺲ ﺍﻷﻣﺮﻳﻜﻲ ﺩﻳﻨﻼﺏ ‪ Dunlap‬ﺃﻧﻪ »ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﻌﺮﻑ ﺃﺷﻴﺎﺀ ﻛﺜﲑﺓ ﻋﻦ‬
‫ﺣﻴﺎﺓ ﺍﻟﺸﻌﻮﺏ ﻭﺍﻷﻣﻢ ﻋﻦ ﻃﺮﻳﻖ ﺩﺭﺍﺳﺔ ﻭﲢﻠﻴﻞ ﺍﻟﻠﻐﺎﺕ ﺍﻟﱵ ﺗﺘﻜﻠﻤﻬﺎ«)‪ . (1‬ﻭﻋﻠﻰ ﻏﺮﺍﺭ ﺩﻳﻨﻼﺏ ﻳﻘﻮﻝ‬
‫ﺳﺎﺳﻮﺭ »ﺇﻥ ﺟﺰﺀﺍ ﻛﺒﲑﺍ ﻣﻦ ﺍﻟﻌﺎﱂ ﺍﳊﻘﻴﻘﻲ ﻳﻮﺟﺪ ﺑﺸﻜﻞ ﻻ ﺷﻌﻮﺭﻱ ﰲ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺸﻌﺐ ﻣﺎ«)‪.(2‬‬
‫ﻭﻣﻦ ﺍﻟﻄﺮﻳﻒ ﰲ ﻫﺬﺍ ﺍﳋﺼﻮﺹ ﻣﺎ ﳝﻜﻦ ﻟﻠﻔﺎﺣﺺ ﺃﻥ ﻳﺘﻠﻤﺴﻪ ﰲ ﺍﻷﺩﺏ ﺍﻟﻌﺮﰊ ﻣﻦ ﺇﺷﺎﺭﺍﺕ ﻭﺗﻠﻤﻴﺤﺎﺕ‬
‫ﻃﺮﻳﻔﺔ ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﺳﻮﺳﻴﻮﻟﻮﺟﻴﺔ ﺗﺪﻝ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﲔ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﻠﻐﺔ‪ ،‬ﻛﻤﺎ‬
‫ﺗﺪﻝ ﻋﻠﻰ ﺃﳘﻴﺔ ﻭﺩﻭﺭ ﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺻﻘﻞ ﺍﻟﻠﻐﺔ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺗﺎﺭﳜﻴﺎ ﺃﻥ ﺍﻟﻌﺮﺏ‬
‫ﻛﺎﻧﻮﺍ ﻳﺮﺳﻠﻮﻥ ﺃﺑﻨﺎﺀﻫﻢ ﻟﻠﻌﻴﺶ ﰲ ﺃﺣﻀﺎﻥ ﺍﻟﻘﺒﺎﺋﻞ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺒﺎﺩﻳﺔ ﻟﺘﻌﻠﻢ ﺍﻷﺻﺎﻟﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﺳﺘﺌﺼﺎﻝ‬
‫ﺍﻟﻌﺠﻤﺔ ﻭﺍﻟﻠﺤﻦ ﺍﻟﺬﻱ ﻳﻌﺘﺮﻱ ﻟﺴﺎﻥ ﺃﺑﻨﺎﺋﻬﻢ‪ .‬ﻭﻣﻦ ﻃﺮﺍﺋﻒ ﻧﻮﺍﺩﺭ ﺍﻟﻌﺮﺏ‪ ،‬ﺍﻟﱵ ﲢﻤﻞ ﺩﻻﻟﺔ ﻋﻤﻴﻘﺔ ﻟﻠﻌﻼﻗﺔ‬
‫ﺑﲔ ﺍﻟﻠﻐﺔ ﻭﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺣﺎﺛﺔ ﺍﻟﺸﺎﻋﺮ ﺍﻟﺮﺻﺎﰲ ﺍﻟﺬﻱ ﻟﻘﻲ ﺃﺣﺪ ﺍﻷﻣﺮﺍﺀ ﻷﻭﻝ ﻣﺮﺓ ﰲ ﺍﻟﺒﺎﺩﻳﺔ ﻓﻘﺎﻝ ﻓﻴﻪ‬
‫ﻣﺎﺩﺣﺎ‪:‬‬
‫ﺃﻧﺖ ﻛﺎﻟﻜﻠﺐ ﰲ ﺣﻔﺎﻇﻚ ﻟﻠﻮﺩ ﻭﻛﺎﻟﺘﻴﺲ ﰲ ﻣﻘﺎﺭﻋﺔ ﺍﳋﻄﻮﺏ‬
‫ﻭﻟﻜﻦ ﻗﺮﳛﺔ ﺍﻟﺮﺻﺎﰲ ﺻﻘﻠﺖ ﻋﻨﺪﻣﺎ ﻋﺮﻑ ﺣﻀﺎﺭﺓ ﺑﻐﺪﺍﺩ ﻓﺄﺑﺪﻉ ﰲ ﻗﻮﻟﻪ ﻟﻠﺸﻌﺮ ﻭﺳﺠﻞ ﻟﻪ ﺍﻷﺩﺏ‬
‫ﺍﻟﻌﺮﰊ ﻣﻔﺎﺧﺮ ﺷﻌﺮﻳﺔ ﻣﻨﻬﺎ ﻗﻮﻟﻪ ‪:‬‬
‫ﺟﻠﱭ ﺍﳍﻮﻯ ﻣﻦ ﺣﻴﺚ ﺃﺩﺭﻱ ﻭﻻ ﺃﺩﺭﻱ‬ ‫ﻋﻴﻮﻥ ﺍﳌﻬﺎ ﺑﲔ ﺍﻟﺮﺻﺎﻓﺔ ﻭﺍﳉﺴﺮ‬
‫ﻭﰲ ﻫﺬﻩ ﺍﻟﻄﺮﻓﺔ ﺍﻷﺩﺑﻴﺔ ﺍﻟﺮﺍﺋﻌﺔ ﺩﻟﻴﻞ ﻛﺒﲑ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﰲ ﺗﻜﻮﻥ ﺍﻟﻘﺮﺍﺋﺢ ﻭﰲ ﺗﺸﻜﻴﻞ‬
‫ﺍﳌﻮﺍﻫﺐ ﺍﻷﺩﺑﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺮﺏ ﻗﺪ ﺃﺩﺭﻛﺖ ﻣﻨﺬ ﺯﻣﻦ ﺑﻌﻴﺪ ﺃﳘﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﱵ ﺗﺮﺑﻂ ﺑﲔ ﺍﻟﻠﻐﺔ ﻭﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ‪،‬‬
‫ﻓﺈﻥ ﻋﻠﻢ ﺍﺟﺘﻤﺎﻉ ﺍﻟﻠﻐﺔ ﺍﻟﻴﻮﻡ ﳛﺎﻭﻝ‪ ،‬ﻭﺫﻟﻚ ﻋﱪ ﺳﻴﻞ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻷﲝﺎﺙ ﺍﳉﺎﺭﻳﺔ ﺃﻥ ﳛﺪﺩ ﻗﺎﻧﻮﻧﻴﺔ ﻫﺬﻩ‬
‫ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻭﺍﻥ ﻳﺒﲔ ﺍﶈﺎﻭﺭ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﻳﻨﺘﻈﻢ ﻓﻴﻬﺎ ﻭﻣﻦ ﺧﻼﳍﺎ ﺗﺄﺛﲑ ﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﲟﺎ ﺗﺸﺘﻤﻞ ﻋﻠﻴﻪ ﻣﻦ‬
‫ﻣﺘﻐﲑﺍﺕ ﻭﻇﻮﺍﻫﺮ ﰲ ﲢﺪﻳﺪ ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺃﺷﻜﺎﳍﺎ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﻹﺷﻜﺎﻟﻴﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻐﺔ ﺗﻜﺮﺱ ﻫﺬﻩ ﺍﳌﻘﺎﻟﺔ ﻧﻔﺴﻬﺎ ﻣﻦ ﺃﺟﻞ ﺗﻘﺼﻲ ﺟﻮﺍﻧﺐ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﻭﺍﻟﻜﺸﻒ ﻋﻦ ﻗﺎﻧﻮﻧﻴﺘﻬﺎ‬
‫ﻋﱪ ﻋﻤﻠﻴﺔ ﺍﺳﺘﻌﺮﺍﺽ ﻟﻼﲡﺎﻫﺎﺕ ﺍﻟﺴﻮﺳﻴﻮﻟﻮﺟﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪.‬‬
‫ﺟﺪل اﻟﻌﺎﻣﻴﺔ واﻟﻔﺼﺤﻰ ﻓﻲ أدﺑﻴﺎت ﻋﻠﻢ اﻻﺟﺘﻤﺎع اﻟﻠﻐﻮي‪:‬‬

‫‪1‬‬
‫‪Gilbert-Durand: , Sociologie moderne, Bordas, Paris, 1969,P99.‬‬
‫‪2‬‬
‫‪Gilbert-Durand :Męme source,P99.‬‬
‫ﺗﻌﺪ ﺍﻟﻔﺼﺤﻰ ﺍﻟﺸﻜﻞ ﺍﻟﻠﻐﻮﻱ ﺍﻷﻛﺜﺮ ﺗﻄﻮﺭﺍ ﰲ ﺑﻨﻴﺘﻬﺎ ﺍﳌﻨﻄﻘﻴﺔ‪ ،‬ﻭﻓﻴﻤﺎ ﺗﻨﻄﻮﻱ ﻋﻠﻴﻪ ﻣﻦ ﺩﻻﻻﺕ ﻓﻨﻴﺔ‬
‫ﻭﲨﺎﻟﻴﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﻮﺍﻛﺐ ﺣﺮﻛﺔ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻔﻜﺮﻱ ﻭﺍﻟﻌﻠﻤﻲ ﻭﻳﺸﻜﻞ ﺇﻃﺎﺭﻩ ﺍﻟﺮﻣﺰﻱ‪.‬‬
‫ﻭﻳﺘﻤﻴﺰ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺍﻟﻠﻐﻮﻱ ﻋﻦ ﻏﲑﻩ ﻭﻓﻘﺎ ﻟﺮﺅﻳﺔ ﺑﺮﻧﺸﺘﺎﻳﻦ ﺍﻟﺴﻮﺳﻴﻮﻟﻮﺟﻴﺔ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ 1‬ﺗﺄﺧﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﻜﺎ‪‬ﺎ ﰲ ﺳﺒﺎﻕ ﻗﻮﺍﻋﺪﻱ ﺩﻗﻴﻖ‪.‬‬
‫‪ 2‬ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﺴﻠﺴﻞ ﺍﳌﻨﻄﻘﻲ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻨﻄﻘﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﲔ ﺍﻷﺷﻴﺎﺀ ﻭﺑﲔ ﺍﻟﺰﻣﺎﻥ‬
‫ﻭﺍﳌﻜﺎﻥ‪.‬‬
‫‪ 3‬ﲤﻴﻞ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻀﻤﺎﺋﺮ ﻏﲑ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺜﻞ‪ :‬ﻫﻮ ﻫﻲ ﻫﻢ‪.‬‬
‫‪ 4‬ﻏﻨﻴﺔ ﺑﺎﻟﻈﺮﻭﻑ ﻭﺍﻟﺼﻔﺎﺕ ﻭﺣﺮﻭﻑ ﺍﳉﺮ ﺫﺍﺕ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻨﻄﻘﻴﺔ‪.‬‬
‫ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﻟﻔﺼﺤﻰ‪ ،‬ﺃﻭ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﻛﻤﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺑﺮﻧﺸﺘﺎﻳﻦ‪ ،‬ﺗﺸﻜﻞ ﻧﻈﺎﻣﺎ ﻣﻨﻄﻘﻴﺎ ﻣﺘﻜﺎﻣﻼ‬
‫ﳝﻜﻦ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺮﻣﺰﻱ ﺍ‪‬ﺮﺩ)‪ .(1‬ﻭﻋﻠﻰ ﺧﻼﻑ ﺫﻟﻚ ﺗﻨﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ)ﺍﻟﻌﺎﻣﻴﺔ( ﺑﺎﻟﺴﻤﺎﺕ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ 1‬ﺗﻜﻮﻥ ﻋﺒﺎﺭﺍ‪‬ﺎ ﻗﺼﲑﺓ ﻫﻲ ﻏﺎﻟﺒﺎ ﻋﺒﺎﺭﺍﺕ ﻏﲑ ﻛﺎﻣﻠﺔ ﺗﻔﺘﻘﺮ ﺇﱃ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻘﻮﺍﻋﺪﻳﺔ ﻭﺗﺘﻤﻴﺰ ﺑﻀﻌﻒ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫‪ 2‬ﲤﻴﻞ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺇﱃ ﺗﻮﻇﻴﻒ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﳊﺴﻴﺔ ﺍ‪‬ﺴﺪﺓ ﻛﺎﻹﺷﺎﺭﺍﺕ ﻭﺍﻹﳝﺎﺀﺍﺕ‪.‬‬
‫‪ 3‬ﺍﺳﺘﺨﺪﺍﻡ ﳏﺪﻭﺩ ﻟﻠﺼﻔﺎﺕ ﻭﺍﻟﻈﺮﻭﻑ‪.‬‬
‫‪ 4‬ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﺗﻜﺮﺍﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﺍﻟﻄﻔﻴﻠﻴﺔ ﻣﺜﻞ‪ :‬ﻓﺈﻥ‪ ،‬ﻷﻥ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ‪ ،‬ﻭﻫﻜﺬﺍ‪.‬‬
‫‪ 5‬ﺍﺳﺘﺨﺪﺍﻡ ﳏﺪﻭﺩ ﺍﻟﻀﻤﺎﺋﺮ ﻏﲑ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺜﻞ‪ :‬ﻫﻮ ﻫﻲ ﻫﻢ‪.‬‬
‫‪ 6‬ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﺗﺄﻛﻴﺪﺍﺕ ﺗﺄﺧﺬ ﺻﻴﻐﺔ ﺍﻷﺳﺌﻠﺔ ﺍﻟﻐﺎﻣﻀﺔ ﻣﺜﻞ ‪:‬ﺗﺼﻮﺭ ﺫﻟﻚ‪ ،‬ﻫﺬﺍ ﻃﺒﻴﻌﻲ ﺃﻟﻴﺲ ﻛﺬﻟﻚ‪.‬‬
‫‪ 7‬ﻫﻨﺎﻙ ﺧﻠﻂ ﻋﻤﻴﻖ ﺑﲔ ﺍﻷﺳﺒﺎﺏ ﻭﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫‪ 8‬ﻣﺴﺘﻮﻯ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﻣﺰﻱ ﻳﺘﻤﻴﺰ ﺑﺎﻟﻐﻤﻮﺽ ﻭﺍﻟﻌﻤﻮﻣﻴﺔ‪.‬‬
‫ﻭﰲ ﺇﻃﺎﺭ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﻨﻤﻮﺫﺟﲔ ﺍﻟﻠﻐﻮﻳﲔ ﳝﻜﻦ ﺃﻥ ﺗﱪﺯ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫‪ 1‬ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﻟﻐﺔ ﺗﻌﺘﻤﺪ ﺍﻟﺘﺴﻠﺴﻞ ﺍﳌﻨﻄﻘﻲ ﻭﺍﻟﻨﺤﻮﻱ ﻋﻠﻰ ﺧﻼﻑ ﺍﻟﻠﻐﺎﺕ ﺍﶈﻜﻴﺔ‪.‬‬

‫‪1‬‬
‫‪Alain- Gras, Sociologie de l'éducation, Textes fondamentaux, Larousse, Paris, 1974,‬‬
‫‪P73.‬‬
 ‫‪ 2‬ﲤﻴﻞ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﺇﱃ ﺍﻟﺮﻣﺰﻳﺔ ﺑﻴﻨﻤﺎ ﳝﺜﻞ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ ﺇﱃ ﺍﳊﺴﻴﺔ ﻛﺎﻹﳝﺎﺀﺍﺕ ﻭﺍﻹﺷﺎﺭﺍﺕ ﺍﳉﺴﺪﻳﺔ‪.‬‬
‫‪ 3‬ﺑﻴﻨﻤﺎ ﺗﺘﺠﻪ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻀﻤﺎﺋﺮ ﻏﲑ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺜﻞ‪ :‬ﻫﻮ ﻫﻲ‪ ،‬ﻫﻢ ﺗﱰﻉ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ‬
‫ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﻧﻮﻳﺔ ﺃﻱ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺜﻞ ﺃﻧﺎ ﻭﳓﻦ‪ .‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺍﺑﺘﻌﺎﺩ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ ﻋﻦ‬
‫ﻣﺒﺪﺃ ﺍﳌﻮﺿﻮﻋﻴﺔ‪.‬‬
‫‪ 4‬ﺗﺘﺠﻪ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﺇﱃ ﺍﳌﻮﺿﻮﻉ ﺑﻴﻨﻤﺎ ﺗﱰﻉ ﺍﻟﻠﻐﺔ ﺍﶈﻜﻴﺔ ﺇﱃ ﺍﻟﻨﻬﻮﺽ ﰲ ﺗﺮﺍﻛﻴﺒﻬﺎ ﻭﺩﻻﻻ‪‬ﺎ ﺍﻟﺮﻣﺰﻳﺔ‪.‬‬
‫‪:‬‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬

‫ﻳﺮﻯ ﺑﺮﻧﺸﺘﺎﻳﻦ ﺃﻥ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﳛﺪﺩ ﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﻭﺷﻜﻠﻬﺎ ﻋﱪ ﺁﻭﺍﻟﻴﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﺘﻌﺪﺩﺓ‪.‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﳕﻴﺰ ﰲ ﺇﻃﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺎﻣﻴﺔ ﻧﺴﻘﺎ ﻣﻦ ﺍﻟﻨﻤﺎﺫﺝ)ﳍﺠﺎﺕ ﳏﻠﻴﺔ( ﺍﳌﺘﺒﺎﻳﻨﺔ ﺇﱃ ﺣﺪ ﻣﺎ‪ ،‬ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻟﻐﺔ‬
‫ﺍﻟﻔﻼﺣﲔ‪ ،‬ﻟﻐﺔ ﺍﻟﻌﻤﺎﻝ‪ ،‬ﻭﻟﻐﺔ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺘﻮﺳﻄﺔ‪ .‬ﻓﺎﻟﻔﺌﺎﺕ ﺍﳌﺘﻮﺳﻄﺔ ﺗﺴﺘﺨﺪﻡ ﻭﺷﺄ‪‬ﺎ ﰲ ﺫﻟﻚ ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻷﺧﺮﻯ ﻟﻐﺔ ﺧﺎﺻﺔ ‪‬ﺎ ﻭﻫﻲ ﻭﻣﺘﺒﺎﻳﻨﺔ ﻋﻦ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻫﻲ ﺑﺎﻟﻄﺒﻊ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺇﻃﺎﺭ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻭﺍﻟﻌﺎﺋﻠﻴﺔ‪.‬‬
‫ﻭﻳﻀﺎﻑ ﺇﱃ ﺫﻟﻚ ﺃﻥ ﻣﺴﺘﻮﻯ ﻭﳕﻂ ﻛﻞ ﳕﻮﺫﺝ ﻟﻐﻮﻱ ﻓﺌﻮﻱ ﻳﺘﺒﺎﻳﻦ ﻋﻦ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ)ﺍﻟﻔﺼﺤﻰ(‬
‫ﺑﺪﺭﺟﺎﺕ ﳐﺘﻠﻔﺔ ﺗﺘﺤﺪﺩ ﺑﻄﺎﺑﻊ ﻭﻣﺴﺘﻮﻯ ﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻜﻞ ﻭﺳﻂ ﺍﺟﺘﻤﺎﻋﻲ ﺧﺎﺹ‪ .‬ﺇﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻠﻐﺔ‬
‫ﻛﻨﻈﺎﻡ ﺍﺟﺘﻤﺎﻋﻲ ﻣﺘﻜﺎﻣﻞ ﺃﻣﺮ ﻳﻘﺘﻀﻲ ﻣﻨﺎ ﺃﻥ ﻧﻨﻈﺮ ﺇﱃ ﺍﻟﻠﻐﺔ ﺑﻮﺻﻔﻬﺎ ﻧﻈﺎﻣﺎ ﻟﻺﺩﺭﺍﻙ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺍﳌﻌﺮﻓﺔ‬
‫ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻪ ﳚﺐ ﺃﻥ ﻧﻨﻈﺮ ﺇﱃ ﺍﻟﻠﻐﺔ ﺑﻮﺻﻔﻬﺎ ﻣﻌﻄﻰ ﺍﺟﺘﻤﺎﻋﻲ ﻳﺘﺤﺪﺩ ﻭﻳﺘﺸﻜﻞ ﰲ ﺇﻃﺎﺭ ﺍﻟﻮﺳﻂ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﺷﻜﻼ ﻭﻣﻀﻤﻮﻧﺎ‪ .‬ﻭﰲ ﺇﻃﺎﺭ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﳝﻜﻦ ﺃﻥ ﳓﺪﺩ ﲨﻠﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ‬
‫ﲤﺎﺭﺱ ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﲢﺪﻳﺪ ﺷﻜﻞ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻠﻐﻮﻳﺔ ﻭﳝﻜﻦ ﺃﻥ ﻧﺬﻛﺮ ﻣﻨﻬﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫‪ 1‬ﺍﳌﻌﻄﻴﺎﺕ ﺍﳌﻌﺮﻓﻴﺔ ﻟﻠﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫‪ 2‬ﺍﳌﻌﻄﻴﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻟﻠﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ‪:‬ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﺇﻃﺎﺭ ﺍﻟﻮﺳﻂ‪.‬‬
‫‪ 3‬ﳕﻂ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍﻟﻮﺳﻂ ﺍﳌﻌﲏ‪ ،‬ﻭﻋﻠﻰ ﺍﻷﺧﺺ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻠﻄﺔ ﻭﻣﺪﻯ ﺍﻟﺘﻔﺎﻋﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﰲ ﺍﻟﻮﺳﻂ‪.‬‬
‫ﻭﰲ ﺇﻃﺎﺭ ﺫﻟﻚ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﻟﻜﻞ ﻭﺳﻂ ﺍﺟﺘﻤﺎﻋﻲ ﻣﻌﻄﻴﺎﺗﻪ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳌﺎﺩﻳﺔ ﻭﳕﻄﻪ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻓﻴﻪ‪ .‬ﻭﻳﺘﺮﺗﺐ ﻋﻠﻰ ﺫﻟﻚ ﻭﺟﻮﺩ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﺒﺎﻳﻦ ﰲ ﻣﺴﺘﻮﻯ ﻭﻣﻀﻤﻮﻥ ﻭﺷﻜﻞ ﺍﻟﻠﻐﺔ ﺍﻟﱵ‬
‫ﺗﺴﻮﺩ ﰲ ﺇﻃﺎﺭ ﻛﻞ ﻭﺳﻂ ﺍﺟﺘﻤﺎﻋﻲ ﳏﺪﺩ‪ .‬ﻓﺎﻟﻠﻐﺔ ﻧﻈﺎﻡ ﻟﻼﺗﺼﺎﻝ‪ ،‬ﻟﻴﺲ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻫﻲ ﻧﻈﺎﻡ‬
‫ﻟﻼﺗﺼﺎﻝ ﻣﻊ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﲟﻌﻄﻴﺎﺗﻪ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻹﺩﺭﺍﻛﻴﺔ‪ .‬ﻭﻳﺴﺘﻨﺘﺞ ﻣﻦ ﺫﻟﻚ ﻛﻠﻪ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‬
‫ﻭﻟﻴﺲ ﺍﳊﺼﺮ‪ ،‬ﺃﻥ ﺍﻟﻮﺳﻂ ﺍﻟﻌﻤﺎﱄ ﻳﺘﺒﺎﻳﻦ ﺇﱃ ﺣﺪ ﻣﺎ ﻋﻦ ﻭﺳﻂ ﺍﻟﻔﻼﺣﲔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻨﻈﺎﻡ ﺍﻹﺩﺭﺍﻙ‬
‫ﺍﳌﻌﺮﰲ‪ ،‬ﻛﻤﺎ ﻳﺘﻤﺎﻳﺰ ﻋﻨﻪ ﲞﺼﻮﺹ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻓﻴﻪ‪ .‬ﻭﻳﻀﺎﻑ ﺇﱃ ﺫﻟﻚ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺬﻱ‬
‫ﻳﺘﺠﺴﺪ ﰲ ﺍﻟﺸﺮﻭﻁ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﻟﱵ ﲢﻴﻂ ﺑﺎﻟﻮﺳﻄﲔ‪ .‬ﻭﻣﻦ ﺷﺄﻥ ﺫﻟﻚ ﻛﻠﻪ ﺃﻥ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ ﻭﺍﻟﺮﻣﺰﻳﺔ ﺍﻟﻘﺎﺋﻢ ﰲ ﻛﻞ ﻭﺳﻂ ﻣﻦ ﺍﻷﻭﺳﺎﻁ ﺍﳌﻌﻨﻴﺔ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﳋﺼﻮﺹ‪ ،‬ﻳﻼﺣﻆ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺃﻥ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻨﺪ ﺃﺑﻨﺎﺀ ﺍﻟﻔﻼﺣﲔ ﲣﺘﻠﻒ‪ ،‬ﰲ‬
‫ﻧﻮﻋﻴﺘﻬﺎ ﻭﻣﺪﻯ ﻏﻨﺎﻫﺎ ﻋﻦ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﺍﻟﱵ ﺗﻮﺟﺪ ﻋﻨﺪ ﺃﺑﻨﺎﺀ ﺍﻟﻌﻤﺎﻝ‪ .‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻘﺎﺋﻢ ﺑﲔ‬
‫ﺍﻟﻨﻤﻮﺫﺟﲔ ﺍﻟﻠﻐﻮﻳﲔ ﳝﻜﻦ ﺃﻥ ﻳﺆﺧﺬ ﻋﻠﻰ ﺃﻧﻪ ﻣﺆﺷﺮ ﻟﻠﺘﺒﺎﻳﻦ ﺍﻟﻘﺎﺋﻢ ﺑﲔ ﻣﻌﻄﻴﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻜﻞ ﻓﺌﺔ‬
‫ﺍﺟﺘﻤﺎﻋﻴﻪ‪ .‬ﻓﺎﻟﻨﻈﺎﻡ ﺍﻹﺩﺭﺍﻛﻲ ﻋﻨﺪ ﺍﻟﻌﻤﺎﻝ ﳝﻴﻞ ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻨﻄﻘﻴﺔ ﺍﻟﺴﺒﺒﻴﺔ ﺍﻟﻘﺎﺋﻤﺔ‬
‫ﺑﲔ ﺍﻷﺷﻴﺎﺀ ؛ ﺑﻴﻨﻤﺎ ﳝﻴﻞ ﺍﻟﻔﻼﺣﻮﻥ ﺇﱃ ﳕﻂ ﺇﺩﺭﺍﻛﻲ ﺁﺧﺮ‪ ،‬ﺗﺄﺧﺬ ﻓﻴﻪ ﺍﻟﺼﺪﻓﺔ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ‪ ،‬ﻭﺫﻟﻚ ﲝﻜﻢ‬
‫ﺷﺮﻭﻁ ﺍﳊﻴﺎﺓ ﺍﻹﻧﺘﺎﺟﻴﺔ ﺍﳋﺎﺻﺔ ﻟﻠﻌﻤﻞ ﺍﻟﺰﺭﺍﻋﻲ ﻋﻨﺪ ﺍﻟﻔﻼﺣﲔ‪ :‬ﻓﺴﻘﻮﻁ ﺍﻷﻣﻄﺎﺭ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻻ‬
‫ﻳﺮﺗﺒﻂ ﺑﻘﺎﻧﻮﻧﻴﺔ ﻭﺿﻌﻴﺔ ﻭﺫﻟﻚ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﱵ ﺗﺴﻮﺩ ﻓﻴﻬﺎ ﺃﳕﺎﻁ ﺍﻹﻧﺘﺎﺝ ﺍﻟﺰﺭﺍﻋﻲ ﺍﻟﺘﻘﻠﻴﺪﻱ‪ .‬ﻭﻣﺜﻞ ﺫﻟﻚ‬
‫ﺍﻟﺘﺒﺎﻳﻦ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺩﺭﺍﻛﻲ ﺍﳌﻌﺮﰲ ﻳﻨﺴﺤﺐ ﻋﻠﻰ ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻷﺧﺮﻯ ﺃﻳﻀﺎ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻳﺮﻯ‬
‫ﺑﺮﻧﺸﺘﺎﻳﻦ ﺃﻥ ﺃﺑﻨﺎﺀ ﺍﻟﻌﻤﺎﻝ ﳝﻴﻠﻮﻥ ﺇﱃ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻮﺻﻔﻴﺔ ﺑﻴﻨﻤﺎ ﳝﻴﻞ ﺃﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻮﺳﻄﻰ ﺇﱃ ﺇﺩﺭﺍﻙ ﺫﻭ ﻃﺎﺑﻊ‬
‫ﲢﻠﻴﻠﻲ‪ ،‬ﻳﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﻟﺪﻻﻻﺕ ﺍﻟﺮﻣﺰﻳﺔ‪.‬‬
‫ﻭﻳﺼﻒ ﺑﺮﻧﺸﺘﺎﻳﻦ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻘﺎﺋﻤﺔ ﺑﲔ ﺍﻷﻧﻈﻤﺔ ﺍﻹﺩﺭﺍﻛﻴﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ‪ :‬ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ ‪:‬‬
‫ﻳﺸﺪﺩ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺩﺭﺍﻛﻲ ﻋﻨﺪ ﺃﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻮﺳﻄﻰ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻟﻐﺎﻳﺎﺕ ﻋﻠﻰ ﺍﳌﺪﻯ‬
‫ﺍﻟﺒﻌﻴﺪ‪ ،‬ﻭﳝﻴﻞ ﺇﱃ ﺇﺑﺮﺍﺯ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻘﺎﺋﻢ ﺑﲔ ﺍﻷﺷﻴﺎﺀ‪ ،‬ﻭﳝﻜﻦ ﻣﻦ ﺗﻮﻇﻴﻒ ﺍﻟﺘﺪﺍﺑﲑ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻐﺎﻳﺎﺕ‬
‫ﺍﻟﺒﻌﻴﺪﺓ‪ .‬ﻭﻋﻠﻰ ﺧﻼﻑ ﺫﻟﻚ ﳝﻴﻞ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺩﺭﺍﻛﻲ ﺍﳋﺎﺹ ﺑﺄﺑﻨﺎﺀ ﺍﻟﻌﻤﺎﻝ ﺇﱃ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﻵﻧﻴﺔ‪ ،‬ﻭﻳﻼﺣﻆ ﻫﻨﺎ ﻏﻴﺎﺏ ﺃﳘﻴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻤﻜﻨﺔ ﺑﲔ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻟﻐﺎﻳﺎﺕ ﻭﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺩﺭﺍﻛﻲ ﻳﻌﻤﻞ‬
‫ﻋﻠﻰ ﺇﺑﺮﺍﺯ ﺃﳘﻴﺔ ﺍﻟﺘﺠﺎﻧﺲ ﰲ ﺑﻨﻴﺔ ﺍﻷﺷﻴﺎﺀ ﻻ ﺃﳘﻴﺔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻴﻨﻪﺍ)‪.(1‬‬
‫ﻭﻣﻦ ﺍﻷﳘﻴﺔ ﲟﻜﺎﻥ ﻫﻨﺎ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻁﺑﻴﻌﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﻠﻐﺔ‪ ،‬ﺣﻴﺚ ﺇﺫ ﳝﺎﺭﺱ ﻛﻞ ﻣﻨﻬﻤﺎ‬
‫ﺗﺄﺛﲑﻩ ﰲ ﺍﻵﺧﺮ ﰲ ﺇﻃﺎﺭ ﻋﻼﻗﺔ ﺟﺪﻟﻴﺔ ﻣﺘﻮﺍﺻﻠﺔ‪ ،‬ﺣﻴﺚ ﻳﻌﻤﻞ ﻛﻞ ﻣﻨﻬﻤﺎ ﻋﻠﻰ ﺇﻏﻨﺎﺀ ﺍﻵﺧﺮ ﺃﻭ ﺇﻓﻘﺎﺭﻩ‪ .‬ﻭﻫﺬﺍ‬

‫‪1‬‬
‫‪Alain- Gras, Sociologie de l'éducation, ov.cité,P69.‬‬
‫ﻳﻌﲏ ﺃﻥ ﺍﻟﺘﺒﺎﻳﻦ ﺑﲔ ﺍﻷﻧﻈﻤﺔ ﺍﻹﺩﺭﺍﻛﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﳛﺪﺩ ﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﻭﺷﻜﻠﻬﺎ ﻭﻃﺎﺑﻊ ﺗﻄﻮﺭﻫﺎ‬
‫ﻋﻨﺪ ﺃﺑﻨﺎﺀ ﻛﻞ ﻓﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﻌﻴﻨﻪ‪.‬‬
‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺍﺧﺘﺼﺎﺭﺍ‪ ،‬ﺇﻥ ﺍﻟﻈﺮﻭﻑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﺮﻓﻴﺔ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻭﺳﻂ ﺍﺟﺘﻤﺎﻋﻲ ﲢﺪﺩ‬
‫ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺴﺎﺋﺪ ﺷﻜﻼ ﻭﻣﻀﻤﻮﻧﺎ ﻭﻳﺘﻢ ﺫﻟﻚ ﻛﻠﻪ ﲟﻮﺟﺐ ﻋﻤﻠﻴﺎﺕ ﻧﻔﺴﻴﺔ ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﺑﺎﻟﻐﺔ‬
‫ﺍﻷﳘﻴﺔ ﻭﺍﻟﺘﻌﻘﻴﺪ‪.‬‬
‫ﻣﺴﺘﻮى اﻟﺘﺒﺎﻳﻦ اﻟﻠﻐﻮي ﺑﻴﻦ اﻟﻔﺌﺎت اﻻﺟﺘﻤﺎﻋﻴﺔ‪:‬‬

‫ﻳﺘﺤﺪﺩ ﺷﻜﻞ ﺍﻟﻠﻐﺔ ﻭﻣﺴﺘﻮﺍﻫﺎ ﰲ ﺇﻃﺎﺭ ﺍﻟﻈﺮﻭﻑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ ﻟﻜﻞ ﻭﺳﻂ ﺍﺟﺘﻤﺎﻋﻲ ﳏﺪﺩ‪.‬‬
‫ﻭﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻳﻄﺮﺡ ﻧﻔﺴﻪ ﻫﻨﺎ ﻫﻮ‪ :‬ﻣﺎ ﺣﺪﻭﺩ ﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﺧﺘﻼﻑ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﺗﻘﺮﺭﻩ ﻇﺮﻭﻑ ﺍﳊﻴﺎﺓ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ؟ ﻭﻛﻴﻒ ﳝﻜﻦ ﺗﻘﻴﻴﻢ ﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﻋﻨﺪ ﻛﻞ ﻓﺌﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ؟ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺫﻟﻚ ﻟﻴﺴﺖ ﻣﻌﻘﺪﺓ‬
‫ﻣﻦ ﺣﻴﺚ ﺍﳌﺒﺪﺃ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﺍﻟﺴﺎﺋﺪﺓ)ﺍﻟﻔﺼﺤﻰ( ﺗﺸﻜﻞ ﻣﻌﻴﺎﺭﺍ ﻟﺘﺤﺪﻳﺪ ﻣﺴﺘﻮﻯ ﺗﻄﻮﺭ‬
‫ﻭﻓﻌﺎﻟﻴﺔ ﻭﳕﻮ ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﻗﻴﺎﺱ ﺫﻟﻚ‪ ،‬ﻳﺘﻢ ﺣﺴﺎﺏ ﻣﺪﻯ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻘﺎﺋﻢ‬
‫ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﺑﻮﺻﻔﻬﺎ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳌﺜﺎﱄ ﳊﺮﻛﺔ ﺍﻟﻠﻐﺔ ﻭﳕﻮﻫﺎ ﻭﺑﲔ ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﳌﺨﺘﻠﻒ ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺇﻃﺎﺭ ﺍ‪‬ﺘﻤﻊ‪.‬‬
‫ﻭﻣﻦ ﺃﺟﻞ ﻗﻴﺎﺱ ﻣﺪﻯ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﺘﺒﺎﻋﺪ ﺑﲔ ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﳝﻜﻦ‬
‫ﻭﺿﻊ ﻣﺪﺭﺝ ﳌﺴﺘﻮﻯ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﺘﺒﺎﻋﺪ ﺍﻟﻠﻐﻮﻱ ﲢﺘﻞ ﻓﻴﻪ ﻛﻞ ﻟﻐﺔ ﻣﻜﺎ‪‬ﺎ ﺍﶈﺪﺩ‪ .‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘﻢ ﺍﻋﺘﻤﺎﺩ‬
‫ﻣﺆﺷﺮﺍﺕ ﻋﺪﻳﺪﺓ ﻣﺜﻞ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻻﺕ ﺍﻟﺮﻣﺰﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﰲ ﻛﻞ ﳕﻮﺫﺝ ﻟﻐﻮﻱ‪ ،‬ﻭﻣﺪﻯ ﺍﻟﺘﻤﺎﺳﻚ ﺍﳌﻨﻄﻘﻲ‪،‬‬
‫ﻭﻏﲎ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻣﺪﻯ ﺍﻻﻧﺴﺠﺎﻡ ﻣﻊ ﺍﻟﺒﲎ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﻭﻣﻌﻴﺎﺭ ﻃﻮﻝ ﺍﳉﻤﻞ ﺃﻭ ﻗﺼﺮﻫﺎ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﺤﺪﻳﺪ‬
‫ﻣﺴﺘﻮﻯ ﺗﻄﻮﺭ ﻛﻞ ﳕﻮﺫﺝ ﻟﻐﻮﻱ ﳏﺪﺩ‪ .‬ﻭﺗﺸﲑ ﺩﺭﺍﺳﺎﺕ ﻣﺘﻌﺪﺩﺓ ﰲ ﻫﺬﺍ ﺍﳌﻀﻤﺎﺭ ﺇﱃ ﺃﻥ ﻟﻐﺔ ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻮﺳﻄﻰ ﺗﺘﺠﺎﻧﺲ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻣﻊ ﻃﺎﺑﻊ ﻭﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ)ﺍﻟﻔﺼﺤﻰ( ﻭﺫﻟﻚ ﻋﻠﻰ‬
‫ﺧﻼﻑ ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻷﺧﺮﻯ ﻛﺎﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﻭﺍﻟﻔﺌﺎﺕ ﺍﻟﻔﻼﺣﻴﺔ‪.‬‬
‫ﻭﻳﺮﺟﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺫﻟﻚ ﺍﻟﺘﻘﺎﺭﺏ ﺍﳌﻼﺣﻆ ﺑﲔ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻠﻐﻮﻳﺔ ﻷﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻮﺳﻄﻰ‬
‫ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺮﲰﻴﺔ‪ ،‬ﺇﱃ ﺑﻌﺾ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺄﺑﻨﺎﺀ ﻫﺬﻩ ﺍﻟﻔﺌﺎﺕ ﻭﺍﻟﱵ ﺗﻨﻄﻮﻱ‬
‫ﻋﻠﻰ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ 1‬ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﻨﻈﻤﺔ ﻷﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺘﻮﺳﻄﺔ‪.‬‬
‫‪ 2‬ﳚﺮﻱ ﺳﻠﻮﻙ ﺃﺑﻨﺎﺀ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻭﻓﻖ ﻣﻨﻈﻮﻣﺔ ﻭﺍﺿﺤﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻐﺎﻳﺎﺕ‪.‬‬
 ‫‪ 3‬ﻳﻮﺟﺪ ﻧﻈﺎﻡ ﺗﻌﺰﻳﺰ ﻣﻌﻴﺎﺭﻱ ﺛﺎﺑﺖ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺜﻮﺍﺏ ﻭﺍﻟﻌﻘﺎﺏ‪.‬‬
‫‪ 4‬ﻳﺮﺑﻂ ﻣﺴﺘﻘﺒﻞ ﺍﻷﻃﻔﺎﻝ ﲟﺼﲑﻫﻢ ﺍﳌﺪﺭﺳﻲ‪.‬‬
‫‪ 5‬ﺗﺘﺴﻢ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻮﺳﻄﻰ ﺑﺄ‪‬ﺎ ﺑﻴﺌﺔ ﻋﻘﻼﻧﻴﺔ ﻣﻨﻈﻤﺔ‪.‬‬
‫‪ 6‬ﺗﺘﻴﺢ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﻷﺑﻨﺎﺋﻬﺎ ﻣﺰﻳﺪﺍ ﻣﻦ ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﻭﺍﻟﺘﻮﺍﺻﻞ‪.‬‬
‫‪ 7‬ﺗﺆﻛﺪ ﻫﺬﻩ ﺍﻟﺒﻴﺌﺔ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﺸﺎﻋﺮ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﻋﻨﺪ ﺍﻷﻃﻔﺎﻝ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﳋﺼﻮﺹ‪ ،‬ﻳﻘﻮﻝ‬
‫ﺑﺮﻧﺸﺘﺎﻳﻦ‪ »:‬ﺗﻨﻈﺮ ﺍﻷﺳﺮﺓ ﺍﳌﺘﻮﺳﻄﺔ ﺇﱃ ﺍﻟﻄﻔﻞ ﺑﻮﺻﻔﻪ ﻓﺮﺩﺍ ﺫﺍ ﺷﺨﺼﻴﺔ ﻭﻫﻲ ﺗﺘﻌﺎﻣﻞ ﻣﻌﻪ ﻛﻤﺎ ﻫﻮ‪،‬‬
‫ﺑﺎﻟﺘﺎﱄ ﻓﺈ‪‬ﺎ ﺗﺴﺘﺨﺪﻡ ﺑﲎ ﻟﻐﻮﻳﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻔﺮﺩﻳﺔ«)‪.(1‬‬
‫ﺟﺪل اﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﺘﺒﺎﻳﻦ اﻻﺟﺘﻤﺎﻋﻲ واﻟﺘﺒﺎﻳﻦ اﻟﻠﻐﻮي ﻋﻨﺪ اﻷﻃﻔﺎل‪:‬‬

‫ﻳﻼﺣﻆ ﺍﻟﺒﺎﺣﺜﻮﻥ‪ ،‬ﰲ ﻋﺪﺩ ﻣﺘﻮﺍﺗﺮ‪ ،‬ﻣﻦ ﺩﺭﺍﺳﺎ‪‬ﻢ ﺃﻥ ﺗﺒﺎﻳﻦ ﺍﻟﻠﻐﺔ ﺑﲔ ﺍﻷﻃﻔﺎﻝ ﻳﻌﻮﺩ ﺇﱃ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﻭﺍﻟﺜﻘﺎﰲ ﺍﻟﻘﺎﺋﻢ ﺑﲔ ﺃﻭﺳﺎﻃﻬﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺮﺟﻌﻴﺔ‪ ،‬ﻭﺍﻥ ﻣﺴﺘﻮﻯ ﻟﻐﺔ ﺍﻟﻄﻔﻞ ﻳﺘﺤﺪﺩ ﲟﺴﺘﻮﻯ ﻭﻃﺎﺑﻊ ﺍﳊﻴﺎﺓ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻮﺳﻂ ﺍﻟﺬﻱ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻪ‪ .‬ﻭﺗﺸﲑ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻗﺎﻣﺖ ‪‬ﺎ ﻣﻮﺭﺑﻴﺖ ﻛﺎﻳﻮ ‪Mouriettee‬‬

‫‪Gayaux‬ﺣﻮﻝ ﺍﻟﺘﺒﺎﻳﻦ ﺍﳊﺎﺻﻞ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﻭﻓﻘﺎ ﻟﻸﺻﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪.(2):‬‬
‫‪ 1‬ﻳﻌﻄﻲ ﺃﻃﻔﺎﻝ ﺍﻟﻔﺌﺎﺕ ﺍﳌﻴﺴﻮﺭﺓ‪ ،‬ﺛﻘﺎﻓﻴﺎ ﻭﺍﺟﺘﻤﺎﻋﻴﺎ‪ ،‬ﲨﻼ ﻛﺎﻣﻠﺔ‪ ،‬ﻣﻦ ﺣﻴﺚ ﻃﻮﻝ ﺍﳉﻤﻠﺔ ﻭﺩﻻﻟﺘﻬﺎ‪،‬‬
‫ﻭﺫﻟﻚ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﺴﺘﻮﻯ ﻭﺻﻮﳍﻢ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻹﺟﺮﺍﺋﻲ ﳉﺎﻥ ﺑﻴﺎﺟﻴﻪ‪ .‬ﻭﻋﻠﻰ ﺧﻼﻑ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ‬
‫ﺧﻴﺎﺭﺍﺕ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﻨﺘﻤﻮﻥ ﺇﱃ ﺃﻭﺳﺎﻁ ﻓﻘﲑﺓ‪ ،‬ﻛﺎﻧﺖ ﻏﲑ ﻛﺎﻣﻠﺔ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻭﺻﻮﳍﻢ ﺇﱃ ﺍﳌﺮﺣﻠﺔ‬
‫ﺍﻹﺟﺮﺍﺋﻴﺔ‪.‬‬
‫‪ 2‬ﺗﺄﻛﺪ ﻟﻠﺒﺎﺣﺜﺔ ﺃﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺘﺄﺛﺮ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﺑﺎﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﳌﺴﺘﺨﺪﻡ ﻳﺘﺮﺟﻢ ﳕﻮﺫﺟﺎ ﺍﺟﺘﻤﺎﻋﻴﺎ ﳏﺪﺩﺍ‪ .‬ﻭﻣﻦ ﺃﺟﻞ ﺇﻟﻘﺎﺀ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﻟﺘﺒﺎﻳﻦ‬
‫ﺍﻟﻠﻐﻮﻱ ﺍﳌﻼﺣﻆ ﻋﻨﺪ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻭﻓﻘﺎ ﳌﺘﻐﲑ ﺍﻻﻧﺘﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻻ ﺑﺪ ﻣﻦ ﺍﺳﺘﻌﺮﺍﺽ ﺑﻌﺾ ﺍﶈﺎﻭﺭ ﺍﻟﱵ‬
‫ﺗﺆﺧﺬ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﻮﺳﻂ ﺍﳌﺮﺟﻌﻲ ﰲ ﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﻭﰲ ﺗﺸﻜﻠﻬﺎ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ ،‬ﻳﻘﻮﻝ ﺗﺸﻮﻣﺴﻜﻲ‬
‫‪»Chomisky‬ﺇﻥ ﺍﻟﻄﻔﻞ ﻳﻮﻟﺪ ﻭﻫﻮ ﻣﺰﻭﺩ ﺑﻘﺪﺭﺓ ﻓﻄﺮﻳﺔ ﺧﺎﺻﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ)‪ (...‬ﻭﺇﻥ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﲤﻴﻞ ﺇﱃ‬
‫ﺍﻟﻨﺸﺎﻁ ﺑﲔ ﺍﻟﺸﻬﺮ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻌﻤﺮ ﻭﺍﻟﺴﻨﺔ ﺍﳋﺎﻣﺴﺔ ﰒ ﺗﺒﺪﺃ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﺑﺎﻟﻀﻤﻮﺭ ﺑﻌﺪ ﺃﻥ ﺗﻜﻮﻥ ﻗﺪ ﺃﺩﺕ‬
‫ﺍﻟﻐﺎﻳﺔ ﻣﻦ ﻭﺟﻮﺩﻫﺎ«)‪.(3‬‬
‫‪1‬‬
‫‪Alain Gras, Sociologie de l'éducation, Męme source, P69.‬‬
‫‪2‬‬
‫‪C.R.E.S.A.S. L'handicapes socio-culturel en question E.S.F. Paris, 1981,P85.‬‬
‫‪3‬ﻣﺰﻳﻨﻪ ﺍﳋﻄﻴﺐ‪ :‬ﻣﻌﻀﻠﺔ ﺍﻟﻘﺼﻮﺭ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ ﺍﻟﻄﻔﻞ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪،1987 ،‬ﺹ‪.2‬‬
‫ﻭﻣﻊ ﺃﻥ ﺗﺸﻮﻣﺴﻜﻲ ﻳﺮﻓﺾ ﺃﳘﻴﺔ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻳﺮﻯ ﺃﻥ ﺍﻟﻠﻐﺔ ﺣﺎﻟﺔ ﻓﻄﺮﻳﺔ ﺑﻨﺎﺋﻴﺔ‪،‬‬
‫ﻓﺎﻧﻪ ﰲ ﻣﻘﻮﻟﺘﻪ ﻫﺬﻩ ﻳﺆﻛﺪ ﺃﳘﻴﺔ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺧﺎﺻﺔ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳋﻤﺲ ﺍﻷﻭﱃ ﻣﻦ ﺣﻴﺎﺓ‬
‫ﺍﻟﻄﻔﻞ ﺣﻴﺚ ﻳﺘﺸﻜﻞ ﺍﻟﻄﻔﻞ ﻧﻔﺴﻴﺎ‪ ،‬ﻭﺗﺘﺤﺪﺩ ﻟﻐﺘﻪ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺍﻟﺒﻨﺎﺀ ﻭﺍﳌﻀﻤﻮﻥ‪ .‬ﻭﺗﺆﻛﺪ ﻣﺪﺭﺳﺔ ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﺍﻟﻨﻔﺴﻲ ﻋﻤﻮﻣﺎ‪ ،‬ﺃﻥ ﺍﻟﻄﻔﻞ ﻳﺘﺸﻜﻞ ﻧﻔﺴﻴﺎ ﻭﺍﻧﻔﻌﺎﻟﻴﺎ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﳋﻤﺲ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﻌﻤﺮ‪ ،‬ﻭﻳﺮﻯ ﺟﺎﻥ‬
‫ﻻﻛﺎﻥ ‪ :Lacan‬ﺇﻥ ﺍﻟﻼﺷﻌﻮﺭ ﻟﻴﺲ ﺳﻮﻯ ﺭﻛﺎﻡ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ »ﻭﺍﻹﻧﺴﺎﻥ ﻻ ﻳﻌﺪﻭ ﺃﻥ ﻳﻜﻮﻥ‪،‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻪ‪ ،‬ﺳﻮﻯ ﻛﻴﺎﻥ ﻟﻐﻮﻱ ﻳﺘﻜﻮﻥ ﻣﻦ ﺧﻼﻝ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﻟﻼﻭﻋﻲ ﻫﻮ ﻛﻴﺎﻥ ﻭﺑﻨﺎﺀ ﻟﻐﻮﻱ ﺧﺎﻟﺺ »)‪.(1‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻥ ﻻﺷﻌﻮﺭ ﺍﻹﻧﺴﺎﻥ ﻳﺘﻤﺜﻞ ﰲ ﺍﳋﱪﺍﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﻳﻌﻴﺸﻬﺎ ﺍﻟﻔﺮﺩ‪ ،‬ﰲ ﻣﺮﺍﺣﻞ ﺣﻴﺎﺗﻪ ﺍﻷﻭﱃ‪،‬‬
‫ﻓﺈﻥ ﺍﻟﻮﺳﻂ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﻠﻌﺐ ﺩﻭﺭﺍ ﻓﻌﺎﻻ ﰲ ﻋﻤﻠﻴﺔ ﲢﺪﻳﺪ ﺍﻟﺴﻤﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺒﻨﻴﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻨﺪ‬
‫ﺍﻷﻃﻔﺎﻝ ﺑﻮﺻﻔﻬﺎ ﻻﺷﻌﻮﺭﺍ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻳﻘﻮﻝ ﺟﲑﻭﻡ ﺑﺮﻭﻧﻮ »ﳚﺐ ﺃﻥ ﻧﺒﺤﺚ ﻋﻦ ﺍﻷﺻﻮﻝ ﺍﻟﻨﺸﻮﺋﻴﺔ‬
‫ﻟﻠﻐﺔ ﺧﺎﺭﺝ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﰲ ﺃﺷﻜﺎﻝ ﻣﻦ ﺍﻟﻔﻌﻞ ﺍﻟﺒﺸﺮﻱ ﺍﻟﺬﻱ ﺗﺘﺤﻘﻖ ﻣﻦ ﺧﻼﳍﺎ ﻋﻤﻠﻴﺔ ﺍﻧﻌﻜﺎﺱ ﺍﻟﻮﺍﻗﻊ ﺍﳋﺎﺭﺟﻲ‬
‫ﻭﺗﺸﻜﻞ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻠﻌﺎﱂ«)‪.(2‬‬
‫ﻭﻻ ﺗﻌﺪﻭ ﻟﻐﺔ ﺍﻟﻄﻔﻞ ﺃﻥ ﺗﻜﻮﻥ ﺳﻮﻯ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﻜﺘﺴﺒﻬﺎ ﰲ ﻣﺮﺣﻠﺔ ﻃﻔﻮﻟﺘﻪ ﺍﳌﺒﻜﺮﺓ ﻭﰲ ﺇﻃﺎﺭ ﺍﻟﻮﺳﻂ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﳌﺒﻜﺮ‪ .‬ﻭﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻷﻭﻟﻴﺔ ﺍﻟﱵ ﺗﺘﻤﺎﺯﺝ ﻣﻊ ﻓﻜﺮ ﺍﻹﻧﺴﺎﻥ ﻭﻋﻮﺍﻃﻔﻪ ﻭﺗﻌﱪ ﻋﻨﻬﺎ‪ .‬ﻭﰲ ﺍﻟﻮﻗﺖ‬
‫ﺍﻟﺬﻱ ﺗﺘﺒﺎﻳﻦ ﻓﻴﻪ ﺍﻷﻭﺳﺎﻁ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﺈﻥ ﺍﻟﺘﺒﺎﻳﻦ ﻳﻨﻌﻜﺲ ﺩﻭﻥ ﺷﻚ ﻋﻠﻰ ﺑﻨﻴﺔ ﺍﻟﻠﻐﺔ ﻭﺷﻜﻠﻬﺎ‪.‬‬

‫‪: ïŠ‡¾a@bväÛaë@òÌÜÛa‬‬
‫ﲤﺎﺭﺱ ﺍﻟﻠﻐﺔ ﻛﻤﺎ ﺗﺒﲔ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﻭﺗﺄﺛﲑﺍ ﺑﺎﻟﻐﺎ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺪﺭﺳﻲ ﺍﻟﺬﻱ ﳛﻘﻘﻪ ﺃﻃﻔﺎﻝ ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ .‬ﻭﻻ ﺗﻌﺪﻭ ﻟﻐﺔ ﺍﳌﺪﺭﺳﺔ ﰲ ﻛﺜﲑ ﻣﻦ ﺟﻮﺍﻧﺒﻬﺎ ﺍﳌﻌﺮﻓﻴﺔ ﺃﻥ ﺗﻜﻮﻥ ﺇﻻ ﺻﻮﺭﺓ ﻋﻦ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﺮﲰﻴﺔ ﺍﻟﱵ ﺗﺴﻮﺩ ﰲ ﺇﻃﺎﺭ ﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﻭﻳﻼﺣﻆ ﺍﻟﺒﺎﺣﺜﻮﻥ ﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﺃﻥ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﺘﺤﺪﺭﻭﻥ ﻣﻦ ﺃﻭﺳﺎﻁ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﻴﺴﻮﺭﺓ‪،‬‬
‫ﻳﺴﺘﻄﻴﻌﻮﻥ ﲢﻘﻴﻖ ﳒﺎﺡ ﺃﻛﱪ ﺑﺎﻟﻘﻴﺎﺱ ﺇﱃ ﺃﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺪﻧﻴﺎ‪ .‬ﻭﻳﺮﺟﻌﻮﻥ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺇﱃ‬
‫ﻭﺟﻮﺩ ﲤﺎﺛﻞ ﻭﲡﺎﻧﺲ ﺑﲔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﳌﺪﺭﺳﻴﺔ ﻭﺛﻘﺎﻓﺔ ﺍﻷﻭﺳﺎﻁ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﻴﺴﻮﺭﺓ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﺎﻟﻠﻐﺔ ﺑﻮﺻﻔﻬﺎ ﺍﳌﺆﺷﺮ ﺍﻟﺜﻘﺎﰲ ﺍﻟﺬﻱ ﳛﺪﺩ ﻣﺴﺘﻮﻯ ﺛﻘﺎﻓﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﺎ‪.‬‬

‫‪1‬‬
‫‪Jean Marie Domenache:‬‬ ‫‪Enquete sur les idées contemporaines‬‬ ‫‪Seuille, Paris, 1981,P44.‬‬
‫‪2‬ﺍﻣﻄﺎﻧﻴﻮﺱ ﻣﻴﺨﺎﺋﻴﻞ‪ :‬ﺍﻹﺷﻜﺎﻟﻴﺎﺕ ﺍﻟﻔﻠﺴﻔﻴﺔ ﰲ ﻓﻜﺮ ﺗﺸﻮﻣﺴﻜﻲ ﺍﻟﻠﻐﻮﻳﺔ ˇﺍﳌﻌﻠﻢ ﺍﻟﻌﺮﰊ‪ ،‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻷﺭﺑﻌﻮﻥ‪ ،‬ﺍﻟﻌﺪﺩ ‪،1990 ،1‬‬
‫)ﺻﺺ )‪،(32-26‬ﺹ‪.31‬‬
‫ﻭﻻ ﺗﻘﻒ ﺩﻻﻟﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﺍﻟﱵ ﻳﺘﻜﻠﻤﻬﺎ ﺍﻷﻃﻔﺎﻝ ﰲ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻋﻠﻰ ﺩﻻﻟﺔ ﺍﻟﻠﻐﺔ ﻛﻤﺎﺩﺓ ﺗﺪﺭﺱ ﻭﺃﳕﺎ ﺗﺮﺗﻜﺰ‬
‫ﻋﻠﻰ ﺩﻻﻟﺘﻬﺎ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺍﻟﺘﻜﻴ‪‬ﻔﻴﻪ ﻭﻋﻠﻰ ﺟﻮﺍﻧﺒﻬﺎ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺑﻮﺻﻔﻬﺎ ﻧﻈﺎﻡ ﻣﻌﺮﰲ ﺍﺟﺘﻤﺎﻋﻲ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺼﻞ ﺃﺑﻨﺎﺀ ﺃﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺎﻟﻴﺔ ﺇﱃ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﳚﺪﻭﻥ ﺃﻧﻔﺴﻬﻢ ﰲ ﺃﻭﺳﺎﻁ ﺛﻘﺎﻓﻴﺔ ﻣﺒﺎﻳﻨﺔ ﻟﺜﻘﺎﻓﺘﻬﻢ‪،‬‬
‫ﻭﳚﺪﻭﻥ ﺃﻧﻔﺴﻬﻢ ﺇﺯﺍﺀ ﻟﻐﺔ ﲣﺘﻠﻒ ﻋﻦ ﻟﻐﺔ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ ﻳﻌﻮﻣﻮﻥ ﻓﻴﻪ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ‪ ،‬ﺑﺎﻟﺬﺍﺕ‪ ،‬ﺗﺄﰐ ﺇﺷﻜﺎﻟﻴﺔ‬
‫ﺍﻹﺧﻔﺎﻕ ﺍﳌﺪﺭﺳﻲ‪ .‬ﻭﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ ،‬ﻳﻘﻮﻝ ﺑﻮﺩﻟﻮ ﻭﺍﺳﺘﺎﺑﻠﻴﻪ »ﺇﻥ ﻟﻐﺔ ﺍﳌﺪﺭﺳﺔ ﻻ ﻣﻌﲎ ﳍﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻷﻃﻔﺎﻝ‬
‫ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﶈﺮﻭﻣﺔ‪ ،‬ﻭﺫﻟﻚ ﻷ‪‬ﺎ ﻻ ﺗﻌﱪ ﻋﻦ ﺗﺼﻮﺭﺍ‪‬ﻢ ﻭﻃﺮﻕ ﺣﻴﺎ‪‬ﻢ ﻭﺃﳕﺎﻁ ﺗﻔﻜﲑﻫﻢ‪ ،‬ﻭﺍﻟﻠﻐﺔ‬
‫ﺍﳌﺪﺭﺳﻴﺔ ﲡﻌﻞ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳍﻢ ﻋﺎﳌﺎ ﻏﺮﻳﺒﺎ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻟﻌﻮﻡ ﻓﻴﻪ‪ .‬ﻭﻋﻠﻰ ﺧﻼﻑ ﳚﺪ ﺫﻟﻚ ﺃﺑﻨﺎﺀ‬
‫ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﻴﺴﻮﺭﺓ ﰲ ﺛﻘﺎﻓﺔ ﺍﳌﺪﺭﺳﺔ ﻣﺪﺍ ﻃﺒﻴﻌﻴﺎ ﻟﺜﻘﺎﻓﺘﻬﻢ‪ ،‬ﻭﰲ ﻟﻐﺘﻬﺎ ﺍﺳﺘﻤﺮﺍﺭ ﻟﺘﻄﻮﺭ ﻭﺟﻮﺩﻫﻢ‬
‫ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺫﻟﻚ ﻳﺸﻜﻞ ﻣﻨﻄﻠﻘﻬﻢ ﰲ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﺘﻔﻮﻕ ﺍﳌﺪﺭﺳﻴﲔ)‪.(1‬‬
‫ﻭﻳﻨﻈﺮ ﺟﻮﺭﺝ ﺳﻴﻨﺪﺭ ‪ Synders George‬ﺇﱃ ﺍﻟﺘﻌﺎﺭﺽ ﺑﲔ ﻟﻐﺔ ﺍﳌﺪﺭﺳﺔ ﻭﻟﻐﺔ ﺍﻟﻌﻤﺎﻝ» ﻋﻠﻰ ﺍﻧﻪ ﺗﻌﺎﺭﺽ‬
‫ﻛﻠﻲ ﻭﺷﺎﻣﻞ «)‪ .(2‬ﻭﻣﻦ ﺷﺄﻥ ﺫﻟﻚ ﺃﻳﻀﺎ ﺃﻥ ﻳﺆﺩﻱ ﺇﱃ ﺇﺧﻔﺎﻕ ﺃﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﶈﺮﻭﻣﺔ‪ .‬ﺇﻥ ﻋﺪﻡ‬
‫ﻗﺪﺭﺓ ﺃﺑﻨﺎﺀ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺸﻌﺒﻴﺔ ﻋﻠﻰ ﻣﻮﺍﻛﺒﺔ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺪﺭﺳﻲ ﺩﻓﻊ ﻋﺪﺩﺍ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺇﱃ ﺗﻘﺼﻲ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ‪.‬‬
‫ﻭﺑﺪﺃﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳉﺎﺭﻳﺔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ﺗﺸﻜﻞ ﺍﲡﺎﻫﺎ ﻧﻈﺮﻳﺎ ﻣﺘﻜﺎﻣﻼ ﺣﻮﻝ ﻣﺴﺄﻟﺔ ﺍﻟﻠﻐﺔ ﻭﺍﻹﻋﺎﻗﺔ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫اﻟﻌﻮاﻣﻞ اﻷﺳﺮﻳﺔ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻧﻤﻮ اﻟﻠﻐﺔ ﻋﻨﺪ اﻟﻄﻔﻞ‪:‬‬
‫ﻳﺘﺤﺪﺩ ﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻸﺳﺮﺓ ﰲ ﺛﻼﺙ ﻣﺴﺘﻮﻳﺎﺕ ﺃﺳﺎﺳﻴﺔ ﻭﻫﻲ‪ :‬ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ‪ ،‬ﻭﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺃﺧﲑﺍ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻬﲏ‪ .‬ﻭﺗﺘﺪﺍﺧﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻟﺘﺸﻜﻞ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺍﳌﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﻟﻸﺳﺮﺓ‪ .‬ﻭﰲ ﺟﺎﻧﺐ ﺁﺧﺮ ﺗﻨﻄﻮﻱ ﺍﻷﺳﺮﺓ ﻋﻠﻰ ﻋﺎﻣﻞ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﻔﺎﻋﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﲔ‬
‫ﺃﻓﺮﺍﺩﻫﺎ ﻭﳕﻂ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺋﺪ ﻓﻴﻬﺎ‪ .‬ﻭﻣﻦ ﺣﻴﺚ ﺍﳌﺒﺪﺃ ﻳﺮﻯ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺃﻥ ﻣﺴﺘﻮﻯ ﺍﻷﺳﺮﺓ ﺍﻟﺜﻘﺎﰲ‬
‫ﻳﺆﺛﺮ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻨﻤﻮ ﺍﻻﻧﻔﻌﺎﱄ ﻭﺍﳌﻌﺮﰲ ﻭﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ ﺍﻷﻃﻔﺎﻝ‪ .‬ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ‬
‫ﻳﻼﺣﻆ ﺃﻥ ﺃﺟﻮﺍﺀ ﺍﻷﺳﺮﺓ ﺗﺸﻜﻞ ﻣﻨﺎﺧﺎ ﻟﻐﻮﻳﺎ ﻣﻨﺎﺳﺒﺎ ﻛﻠﻤﺎ ﺍﺭﺗﻔﻊ ﻣﺴﺘﻮﻯ ﲢﺼﻴﻞ ﺍﻷﺑﻮﻳﻦ ﺍﻟﺘﻌﻠﻴﻤﻲ‬
‫ﻭﺍﻟﺜﻘﺎﰲ‪ .‬ﻭﻧﻌﲏ ﺑﺎﳌﻨﺎﺥ ﺍﻷﺳﺮﻱ ﲨﻠﺔ ﺍﳌﺜﲑﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﱵ ﺗﺘﻤﺜﻞ ﺑﺴﻠﻮﻙ ﺍﻷﺑﻮﻳﻦ ﺍﻟﺜﻘﺎﰲ‪،‬‬
‫ﻓﺎﻵﺑﺎﺀ ﺍﻟﺬﻳﻦ ﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﺭﺗﻔﺎﻉ ﺳﻮﻳﺘﻬﻢ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻏﺎﻟﺒﺎ ﻣﺎ‪ ،‬ﳛﻴﻄﻮﻥ ﺍﻟﻄﻔﻞ ﺑﺸﻼﻝ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﳌﺘﻜﺎﻣﻠﺔ ﺍﻟﱵ ﻳﻜﺘﺴﺒﻬﺎ ﺍﻟﻄﻔﻞ ﺑﺸﻜﻞ ﻋﺮﺿﻲ ﻭﻻ ﺷﻌﻮﺭﻱ ﻭﺷﻌﻮﺭﻱ ﺃﺣﻴﺎﻧﺎ‪ .‬ﻭﻫﻢ ﺑﺬﻟﻚ ﻳﺸﻜﻠﻮﻥ ﻣﻨﺎﺧﺎ‬
‫ﻟﻐﻮﻳﺎ ﻣﻨﺎﺳﺒﺎ ﻟﻨﻤﻮ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ ﺃﻃﻔﺎﳍﻢ‪ .‬ﻭﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ ﻳﻠﺠﺄ ﺍﻵﺑﺎﺀ ﺍﳌﺜﻘﻔﻮﻥ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ‬

‫‪1‬‬
‫‪Baudelot.C.C- Estabelet.CR., L’école capitaliste en France Paris, Maspero.1971.‬‬
‫‪2‬‬
‫‪Synders George: Ecole Classe ET Lutte des Classes ov.cité.‬‬
‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﰲ ﻋﻼﻗﺎ‪‬ﻢ ﻣﻊ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻭﻳﺘﺮﻛﻮﻥ ﳍﻢ ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﺍﳊﺮ ﻋﻦ ﺫﻭﺍ‪‬ﻢ ﻭﻧﺸﺎﻃﺎ‪‬ﻢ‪،‬‬
‫ﻭﻫﻢ ﻳﺴﺎﻋﺪﻭﻥ ﺍﻷﻃﻔﺎﻝ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺃﳕﺎﻁ ﺳﻠﻮﻙ ﻟﻐﻮﻳﺔ ﻣﺘﻄﻮﺭﺓ ﻭﻣﺘﻘﺪﻣﺔ‪ .‬ﻓﺎﻷﺳﺮ ﺫﺍﺕ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ‬
‫ﺍﳌﺘﻄﻮﺭ ﳝﻜﻦ ﺃﻥ ﺗﺘﻴﺢ ﻟﻠﻄﻔﻞ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪.1‬ﻓﺮﺹ ﻣﺘﻨﻮﻋﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺩﺍﺧﻞ ﺍﳌﱰﻝ‪.‬‬
‫‪.2‬ﻣﻔﺮﺩﺍﺕ ﻟﻐﻮﻳﺔ ﻣﺘﻄﻮﺭﺓ ﻭﻏﻨﻴﺔ‪.‬‬
‫‪.3‬ﺃﺳﻠﻮﺏ ﻟﻐﻮﻱ ﻣﺘﻤﻴﺰ ﻭﻣﺘﻄﻮﺭ‪.‬‬
‫‪.4‬ﳚﺪ ﺍﻟﻄﻔﻞ ﺇﻣﻜﺎﻧﻴﺔ ﻭﺍﺳﻌﺔ ﻟﺘﺼﺤﻴﺢ ﺃﺧﻄﺎﺋﻪ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫‪.5‬ﻏﺎﻟﺒﺎ ﻣﺎ ﳚﺪ ﺍﻟﻄﻔﻞ ﺍﳌﺜﲑﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﰲ ﺍﻟﻜﺘﺐ ﻭﺍ‪‬ﻼﺕ ﻭﺍﻟﺼﺤﻒ‪.‬‬
‫‪.6‬ﻏﺎﻟﺒﺎ ﻣﺎ ﺗﻜﻮﻥ ﺍﻷﺣﺎﺩﻳﺚ ﺍﻟﱵ ﺗﺪﻭﺭ ﺑﲔ ﺍﻷﺑﻮﻳﻦ ﺃﻭ ﺍﻷﺻﺪﻗﺎﺀ ﺫﺍﺕ ﻣﻀﻤﻮﻥ ﺍﺟﺘﻤﺎﻋﻲ ﺛﻘﺎﰲ ﻣﺘﻄﻮﺭ‬
‫ﻭﻫﺬﺍ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻨﻌﻜﺲ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻟﻐﺔ ﺍﻟﻄﻔﻞ‬
‫‪.7‬ﲤﻴﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺴﺎﺋﺪﺓ ﰲ ﻭﺳﻂ ﺍﻷﺳﺮﺓ ﺇﱃ ﲢﻘﻴﻖ ﺣﺮﻳﺔ ﻭﺍﺳﻌﺔ ﰲ ﺍﻟﺘﻌﺒﲑ‪.‬‬
‫ﻭﻋﻠﻰ ﺧﻼﻑ ﺫﻟﻚ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﺍﻷﺑﻮﻳﻦ ﻣﺘﺪﻧﻴﺎ ﰲ ﺍﻟﺴﻠﻢ ﺍﻟﺜﻘﺎﰲ ﺃﻭ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻓﺈﻥ ﺍﻟﻄﻔﻞ ﳚﺪ‬
‫ﻧﻔﺴﻪ ﰲ ﺑﻴﺌﺔ ﻻ ﺗﺴﺎﻋﺪﻩ ﻋﻠﻰ ﳕﻮ ﺍﺳﺘﻌﺪﺍﺩﺍﺗﻪ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﺑﺎﻟﻄﺒﻊ ﻓﺈﻥ ﺫﻟﻚ ﻳﺆﺛﺮ ﻋﻠﻰ ﺗﻄﻮﺭﻩ ﺍﻟﻔﻜﺮﻱ‬
‫ﻭﺍﻟﻠﻐﻮﻱ ﺍﻟﻼﺣﻖ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻳﻼﺣﻆ ﺃﻥ ﺍﻷﺳﺮ ﺍﳌﻴﺴﻮﺭﺓ ﺗﺴﺘﻄﻴﻊ ﺩﺍﺋﻤﺎ ﺃﻥ ﺗﻘﺪﻡ ﻣﺴﺎﻋﺪﺍﺕ ﻫﺎﻣﺔ ﰲ ﳎﺎﻝ‬
‫ﺗﻄﻮﻳﺮ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ ﺍﻟﻄﻔﻞ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺗﺄﻣﲔ ﺍﺣﺘﻴﺎﺟﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﻘﺘﺮﻥ‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺑﺎﳌﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ ﻟﻸﺳﺮﺓ ﻭﻳﺼﺒﺢ ﻣﻨﺎﺥ ﺍﻟﻄﻔﻞ ﺃﻓﻀﻞ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﻥ ﺍﻟﺴﻮﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ‬
‫ﺍﻟﻌﺎﻟﻴﺔ ﻟﻸﺑﻮﻳﻦ ﺑﺴﻮﻳﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﻣﻬﻨﻴﺔ ﻋﺎﻟﻴﺘﲔ‪.‬‬

‫ﺧﻼﺻﺔ ‪:‬‬

‫ﺍﳊﺪﻳﺚ ﰲ ﺷﺄﻥ ﺍﻟﻠﻐﺔ ﻭﺃﺣﻮﺍﳍﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺃﻣﺮ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﻭﺍﻟﺘﻌﻘﻴﺪ‪ .‬ﻭﻻ ﻧﺴﺘﻄﻴﻊ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ‬
‫ﺍﻟﻌﻤﻞ ﺃﻥ ﺗﻌﺎﰿ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺨﺘﻠﻔﺔ ﳍﺬﻩ ﺍﳌﺴﺄﻟﺔ‪ .‬ﺇﻥ ﻣﺎ ﻗﺪﻣﻨﺎﻩ ﻋﻠﻰ ﻣﱳ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻻ ﻳﺸﻜﻞ ﺳﻮﻯ ﳏﺎﻭﻟﺔ‬
‫ﺑﺴﻴﻄﺔ ﺣﺎﻭﻟﻨﺎ ﻓﻴﻬﺎ ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺟﻮﺍﻧﺐ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻠﻐﻮﻱ ﺍﻟﺬﻱ ﻳﻌﻮﺩ ﺇﱃ ﻣﻨﺸﺄ ﺍﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﻧﺄﻣﻞ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻣﺎ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺗﻘﺪﱘ ﺻﻮﺭﺓ ﺃﺳﺎﺳﻴﺔ ﻣﻮﺟﺰﻩ ﻟﻄﺒﻴﻌﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﲔ ﺍﻟﻠﻐﺔ ﻭﺍﻷﻭﺳﺎﻁ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﻛﻠﻤﺔ ﺃﺧﲑﻩ ﺗﻘﺎﻝ ﻓﺈ‪‬ﺎ ﺩﻋﻮﺓ ﺇﱃ ﺍﻟﺒﺎﺣﺜﲔ ﲢﺪﻭﻫﻢ ﺇﱃ ﺗﻘﺼﻲ ﺃﺑﻌﺎﺩ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﻣﻴﺪﺍﻧﻴﺎ ﰲ‬
‫ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﻭﺇﱃ ﺍﺧﺘﺒﺎﺭ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ﻭﺟﺪﺕ ﻣﻦ ﻳﻌﲏ ‪‬ﺎ ﰲ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ‬
‫ﺍﻷﻭﺭﻭﺑﻴﺔ ﺍﳌﺘﻘﺪﻣﺔ‪.‬‬