Cet article se propose d’explorer différentes conceptions de la notion de porte-parole dans le travail de Bruno Latour, ainsi que les enjeux de communication et représentation qu’elles soulèvent du point de vue d’une approche rhétorique de la communication. En tant que maître de la traduction, diplomate ou partie prenante du cercle politique, le ou la porte-parole est essentiellement un médiateur par qui un collectif peut se former et agir publiquement. Nous proposons d’étayer notre discussion par un examen des expérimentations et (...) mutations récentes de la figure du porte-parole politique dans les mouvements sociaux horizontaux, tel que Occupy, et les organisations horizontales telle que la CLASSE.This article explores different conceptions of the notion of spokesperson in Bruno Latour’s work, as well as the issues of communication and representation these conceptions raise for a rhetorical approach to communication. As a master of translation, a diplomat, or a key component of a political circle, the spokesperson is essentially a mediator through whom a collective establishes itself and acts publicly. We further develop our discussion of these different conceptions by examining recent experiments and changes in the figure of the political spokesperson in horizontal social movements such as Occupy, and horizontal organizations such as CLASSE. (shrink)

This paper offers a comparative study of the decisive moment in the biblical and quranic story of Eve, generally perceived as having been the violation of the covenant made with the Creator. According to it, Adam and Eve were forbidden to approach the tree or to eat from its fruit, a fact that is generally perceived as having been meant to establish common and different structural elements. The violation of the divine order did not come out of nowhere; it had (...) its causes and consequences. The triple T divides the violation into three stages. In the first one, which is the temptation, we encounter the incitement and the initiation to the transgressor incident. Then, in the transgression, we find out, how the disobedience happened. Finally, comes the tragedy, which includes the results and the consequences. (shrink)

The article aims to shed light on teaching the Arabic language in non¬-Arab countries, especially since the Arabic language it is the main gateway to learning the Qur’an and its sciences, the current reading also aspires of the Arabic language and the reality if its teaching methods to non Arabic speakers, and the obstacles the prevent the educational process from being achieved. The article also shows the role of reading in teaching the Arabic language to non-native speakers, reading is on (...) one of transferring knowledge, and reading enriches perceptions and expands knowledge and information, The current reading aspires to know the different types of reading, as each has characteristics that differ from the others, Therefore, knowing the types of reading and methods of teaching them contributes to the status of teaching Arabic as a foreign language, and constitutes a means to understand and communicate it correctly and soundly.The work was divided into axes. In the first axis, the research will reveal the status of the Arabic language, whether for its speakers or for non-native speakers，It gained this status from being the language of the Qur’an, In addition to the fact that it contributes to the throne of languages by speaking them and using them to understand religious, economic, cultural and commercial matters.The second axis will focus on the meaning of teaching the Arabic language to non-native speakers, and teaching it by transmitting it to them by helping another individual to communicate with it and learn it as a second language.Then, the reality of Arabic language teaching curricula and the problems they face were discussed. Especially with the presence of a large number of these curricula, with their different plan, method, and time duration, the teacher here finds himself faced with confusion in choosing the appropriate curriculum for the group - non-Arabic speakers - he is entrusted with teaching, and which suits their abilities and intellectual inclinations.The article also shows that there are good curricula that have been highly successful in delivering and transferring the academic content to the learner. This is due to its respect for a set of pedagogical rules and controls and the hierarchy of the curriculum. The clearer the curriculum is and built on specific foundations and elements, the more effective and profitable it is.There is no doubt that it is not possible to download and teach any educational curriculum without a teacher who has several scientific methods and skills. That is, he must have a set of skills and be armed with a variety of methods in teaching the Arabic language to non-native speakers. Something that contributes to the success of the educational process.A good professor is one who diversifies his methods while teaching non-Arabic speaking students. Therefore, the article aims to pay attention to the teacher and train him according to certain basics, including the cultural basis of the country in which he will study, and the cognitive and professional basis. The research also recommended the need to hold training courses and workshops to train teachers of the Arabic language to non-native speakers.The research has confirmed that reading has an important and fundamental role in teaching the Arabic language to non-native speakers, and that this skill contributes to providing the learner with a large linguistic resource, as well as benefiting from the depths of Arabic books, and also helps in improving the level of pronunciation and communication with a good master of the Arabic language.The article also explains that teaching the Arabic language to non-native speakers suffers from several obstacles and obstacles that prevent achieving the goal of the educational learning process, including reading weakness among learners, especially at the level of pronunciation, in addition to inversion, substitution, and lack of distinction between similar sounds in pronunciation.The current reading shows that despite these problems and obstacles; However, the experiences related to teaching the Arabic language to non-native speakers are moving in the right direction.The article relied on the descriptive and analytical approach. To describe and analyze the phenomenon of teaching the Arabic language to non-native speakers, with the need to point out that the proposed reading is not final and does not claim to have the final say or possess the “truth”, as long as it is one among other possible readings. (shrink)