It is urgent to anticipate the bad functioning of the Algerian school from a social linguistic point of view, without fear of being accused of a whatever identity offence. It’s a matter of identifying the child’s need as a learner at a linguistic cultural level again. From then on we can put integrated and didactic pedagogical strategies and didactic know how to work in the teaching/learning situation, taking the child’s cultural universe into account, the mother tongue, what he is in his society that he is sometimes refused to being at school. However subversive as Mohamed Lakhdar Maougal qualifies it, we can’t omit using the learner’s socio linguistics and not political linguistics, the aim being to predict the reasons for the child’s neglect of school, and to stop this conflict of two identities, the school one and the social one.