The significance of proper names in “Taoki et compagnie” in the Algerian context: Between openness to the world and cultural hegemony

Abstract

This study explores how proper names—both personal names and place names—are used in the Taoki et compagnie textbook and considers the possible effects these choices may have on young Algerian learners encountering French at school. While the manual is primarily intended to support the acquisition of reading skills, it can also be approached as a medium through which cultural perspectives circulate. The characters it introduces and the places it evokes subtly frame a particular vision of the world, one that is largely shaped by Western cultural references. The discussion is situated within the fields of onomastics and intercultural language education, drawing especially on the contributions of Van Langendonck (2007) and Gary-Prieur (1994). The research relies on a qualitative examination of the textbook, beginning with the systematic identification and categorisation of the anthroponyms and toponyms it contains. These names were analysed with regard to how often they appear, the cultural backgrounds they suggest, and the functions they fulfil within classroom activities. The findings point to a clear prevalence of Western-oriented references, whereas elements that might resonate more directly with the local cultural environment appear only occasionally. In this perspective, proper names do more than simply label characters or places. They operate as symbolic reference points that help shape the cultural frameworks and identity representations through which pupils interpret the learning material.