10 • Preserving Amazigh Ethnic Identity in the Rif Channels 2023 af rri ee an dosf oMf oa rpo ec rc soo; naanl dc obnetcaacut soef tmh ienye a. r e Participant Procedures Ts ahme spel epba er tciac ui ps ae nt thse wy ewr eer ae cc oo nn tvaecnt ise onfc ea fcroi ne ns edn. t Af ol rl mp, awrht iiccihp atnhtesy hr ae dc e itvi me de t oa rbeaar dr i ea rnsd asni gdnt. i Bmeec, aeuascehopf abrot ti chi pl aanngt uwa ga es imn teet hr voide .wFeadt i mwai twh a sa i nstlei gr hv itel yw eddi fof evreernat Ztroaonmscricbaeldl . tShaakt inwa aswarsecionrtderevdiewanedd tvhori oc eu gmh e ma o cs oomv ebri nWa thi oa nt s Aopf p ttehxat ts waenr de tbrya na s pc reirbseodn. a lT ca ok na mt a ac t wi na sM oi nr toecrcvoi ,e ww he do tTraarni fsilta t ei ndt o T aEknagml i as 'hs ar ensdp osnesnets vf rooi cme mT aekma mo sa ’ so vr ee rs p Wo nhs ae tss. AI Rp pB aspupmr omvaarl i zwi na gs oi nbttearivnieedw sf owre rteh ci so npdruocj teecdt . b e f o r e t h e Instruments Used Tc ahsee mset au sduyr ews eursee di nt ot ecrovl il ee wc t dqaut ae si tni ot hn iss. Tf ohr e s setmr ui -cst turruec touf r tehde, qi nu- edset pi ot hn ,s caol lnot we ne td- oDrui fefn’ st e(d2 0 0i n7t)e rsvui eg wg ess, t i omn so.d eAl ecdo n taef tnetr- fwo ictuhs tehde innat rerravti ievwe riesc omn os tsrt u cc toi no cnes r onfe da q pp u a e r r e t s s i o t c i n i o p ’ n s a sn l t i fe d w , e p e s e r o e n d a i d n d a g s i t k o io e n d n h a e l r t f o o an llo sw w e e a -u r c s p h . St hoims es touf dtyh ews pe reec i fmi c oqdueel es tdi o na fst ears kBe edl li’ns (l a2n0g1u4a)g e saut gt igt ue sdtei orness e afrocrh . Bc oe lnl d( u2 c0t0i n7g) proposes that the simplest way to do lpaanrgt iucai pg ea n tast t i t uddi ree crtel ys e a r ac hb o ui st t o t haesikr ltaongDuuafgf e (a2t0t i0t7u)d easn(dp . B2e5l9l ) .( 2In01a d4d) ,ittiohne pforlolocwesesdfor developing this case study the recommendations o( 2u0t l1i n0e) ,ds p ebcyi f i cPa al llyt rci od mg ei n ga tnod t h eP hs taukdi tyi wc aist eh a i qn u eas t i opna/rct ui crui ol asri t y ,c os int ut eaxt ti n, g atnhde mt heemf ibnearl cphaepcekri nwga. sT oa l si nocsree na st et ov aolni dei toyf, tf ihned i npgasr tai cnidp acnotns c, l uws ihoon s aofff i trhmi se ds t utdhye. Bs tercuacut us er e dt h, eisne- dienpt et hr v, i ec ownst ewn te-roer i es ne mt e id- iqnuteesrtvi ioenws s , swo me ree l e aadsiknegd o r tcol a r i feyai nc hg pe va er triyc i pqaunets. t iNo no t oerv ef or yl l oiwn teedr vti he we euxsaecdt order of the questions in the Appendix. Research Design Tprhiemmareiltyhodology for this study arose from Duff’s (2007) spuhgegneosmt i oe nn os l o goi cna l hroews e a rtcoh cwoint hd u cat content-focused interview. This as up cphr oaasc lha fnogcuuasgees , ocnu l“tl ui vr ee d, oerx pe ed rui ceantci eo sn”. Tc uhrerme natt i c lai tnear laytsui rs ew apsrceosne dn ut ecdt e di no n tt hh ee lciot edreadt u ri ne t or e vt hi eew .f oTl l ho ew i nl i gt e rcaat ut ergeo rwi eass: Amrualbt iilzi antgi uo anl, i s mT a r i f(i Ft /rAe nmcahz, i g hM oc ruol tcuc raen, Arabic, Classical Arabic/Modern Standard Arabic), diglossia/power iomrablaitlya/nlcitee,rlaacnyg,uage policy, education, Internet, Amazigh wT hoems ee n /t hr oe ml e ,eps r ews eerrvea t ci ohno,saennd ibdeecnatui tsye.
RkJQdWJsaXNoZXIy MTM4ODY=