Teaching Reading Strategies and Skills in the Algerian Middle School: The Case of Tizi-Ouzou
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This dissertation addresses the issue of reading strategies instruction in the Algerian Middle School in the light of the ‘Interactive Approach’ to reading. It examines the middle school syllabuses, the reading activities suggested in the textbooks together with the teachers’ reading instruction practices, using analytic categories from formal research. Specifically, it seeks to determine whether reading strategies instruction is integrated within English Language Teaching programmes so that learners could develop appropriate reading strategies. Accordingly, the study conducted is a ‘context evaluation’; a study technique aiming to improve a programme by evaluating its strengths and weaknesses. The final results of the study reveal that many underlying factors contribute to the inappropriate reading strategies instruction in the Middle School. First, the Algerian Middle School syllabuses do not provide the teachers with some instructional hints concerning reading strategies instruction. Second, some weaknesses of the reading activities provided in the textbooks are noted. Finally, the teachers are not appropriately prepared to adopt the new teaching paradigms grounded in the educational philosophy of the recent educational reform. Accordingly, the work ends with some suggestions and recommendations that are likely to improve reading strategies instruction in the Algerian Middle School.