DALL'ARABO ALL'ITALIANO: VIAGGIO LINGUISTICO E SFIDE FONETICHE, SINTATTICHE E MORFOLOGICHE TRA GLI STUDENTI ALGERINI DI LM ARABA
FROM ARABIC TO ITALIAN: LINGUISTIC PATHWAYS AND PHONETIC, SYNTACTIC,AND MORPHOLOGICAL CHALLENGES AMONG ALGERIAN STUDENTS WITH ARABIC AS A FIRST LANGUAGE

Summary/Abstract: This article examines the learning of Italian by Algerian Arabic-speaking students in a multilingual Arabic–French–Italian context, where Italian is considered a third language (L3)integrated into a plural linguistic repertoire. This context fosters the development of a structured interlanguage, shaped by interference, linguistic transfer, and cognitive restructuring processes. The study highlights specific phonetic, syntactic, and grammatical difficulties related to the typological distance between linguistic systems, the mediating role of French as a cognitive reference language,and the learners’ strategies of simplification. These difficulties are interpreted not as isolated errors,but as structural regularities inherent in the students’ interlanguage. The research contributes to a didactic reflection on the teaching of Italian in multilingual contexts and to the development of pedagogical practices better adapted to the linguistic profiles of Algerian Arabic-speaking learners.

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