English Language Teaching in Algeria: An Analysis of the Contents and Implementation of the New Syllabi in the Middle and Secondary Education
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Date
2009
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Université Mouloud Mammeri
Abstract
Our thesis has surveyed some significant issues of the Algerian educational policy.
There are some observations that can be made about the predominent features of the syllabi
and terxtbooks launched to support the educational reform. We started our investigation by
scrutinizing the construction of learners’ identity through the construction of the intercultural
communicative competency, and the ethical competency considered as a major goal of
education (Dewey). The results confirmed our hypothesis which claimed that the orientation
of the syllabi and textbooks is in line mainly with the didactic perspective. Our basic premise
has been proved, therefore, to be right inasmuch as the didactic and the behavioural aspects
predominate in the textbooks, this, to the detriment of the critical construction of personal and
social competencies. The educational choice made by the designers defeats the constructivist
claims made by the syllabi designers on the one hand, and the constructivist philosophy which
asserts that a learner should contribute to the construction of his own personal and social
competencies by adopting reflective and affective attitudes towards his learning
Description
176+[5]f.; illl. ; 30cm. (+CD Rom)
Keywords
English Language, Teaching, Algeria
Citation
Science du langage