Teaching English under the LMD Reform: The Algerian Experience
Since its independence in 1962, Algeria has struggled
to establish an educational system tailored to the needs of the
population it may address. Considering the historical connection with
France, Algeria has always looked at the French language as a
cultural imperative until late in the seventies. After the Arabization
policy of 1971 and the socioeconomic changes taking place
worldwide, the use of English as a communicating vehicle started to
gain more space within globalized Algeria. Consequently, disparities
in the use of French started to fade away at the cross-roads leaving
more space to the teaching of English as a second foreign language.
Moreover, the introduction of the Bologna Process and the
European Credit Transfer System in Higher Education has
necessitated some innovations in the design and development of new
curricula adapted to the socioeconomic market. In this paper, I will
try to highlight the important historical dimensions Algeria has taken
towards the implementation of an English language methodology and
to the status it acquired from second foreign language, to first foreign
language to “the language of knowledge and sciences". I will also
propose new pedagogical perspectives for a better treatment of the
English language in order to encourage independent and autonomous
learning.
[1] (http://www.internationaleducationmedia.com/algeria/).
[2] Benrabah, M. "Language in Education Planning in Algeria: Historical
Development and Current Issues". In Language Policy. (2007) 6; 225-
252. Springer.
[3] Byrd, W. Contre performances économiques et fragilité institutionnelle.
(2003) 78.
[4] Coffman, J. M. Arabization and Islamisation in the Algerian University.
PhD Confluences Méditerranée, (1992). 45, 59-79. Dissertation.
Stanford University.
[5] Vermeren, P.. "The North African Educational Challenges: From
Colonization to the Current Alleged Islamist Threat". 49-64.
Mediterranean Journal of Educational Studies. (2009)Vol. 14(2). pp. 49-
64.
[6] Grandguillaume, G. "Arabisation et Politique Linguistique au
Maghreb". Paris, France : Maisonneuve & Larose. (1983).
[7] World Bank « The Road not travelled: Education Reform in the Middle
East and North Africa". (2008).
[8] Miliani, M.« Teaching English in a Multi-lingual Context: the Algerian
Case". In Mediterranean Journal of Educational Studies, (2000) Vol.
6(1). pp. 13-29.
[9] Valdes, M. J.. "Culture Bound: Bridging the Cultural Gap in Language
Teaching". (2009), (http://www.books.google.com).
[10] Success in English Teaching: Oxford University Press.
www.oup.com/elt
[11] Bouabdesslam, B. "The Contribution of Motivation and Attitude to L2".
(2001), (http://www.books.google.com).
[12] Travis, C. & Wade, C. "Psychology in Perspective". Addison-Wisley
Education Publishers Inc. (1997).
[1] (http://www.internationaleducationmedia.com/algeria/).
[2] Benrabah, M. "Language in Education Planning in Algeria: Historical
Development and Current Issues". In Language Policy. (2007) 6; 225-
252. Springer.
[3] Byrd, W. Contre performances économiques et fragilité institutionnelle.
(2003) 78.
[4] Coffman, J. M. Arabization and Islamisation in the Algerian University.
PhD Confluences Méditerranée, (1992). 45, 59-79. Dissertation.
Stanford University.
[5] Vermeren, P.. "The North African Educational Challenges: From
Colonization to the Current Alleged Islamist Threat". 49-64.
Mediterranean Journal of Educational Studies. (2009)Vol. 14(2). pp. 49-
64.
[6] Grandguillaume, G. "Arabisation et Politique Linguistique au
Maghreb". Paris, France : Maisonneuve & Larose. (1983).
[7] World Bank « The Road not travelled: Education Reform in the Middle
East and North Africa". (2008).
[8] Miliani, M.« Teaching English in a Multi-lingual Context: the Algerian
Case". In Mediterranean Journal of Educational Studies, (2000) Vol.
6(1). pp. 13-29.
[9] Valdes, M. J.. "Culture Bound: Bridging the Cultural Gap in Language
Teaching". (2009), (http://www.books.google.com).
[10] Success in English Teaching: Oxford University Press.
www.oup.com/elt
[11] Bouabdesslam, B. "The Contribution of Motivation and Attitude to L2".
(2001), (http://www.books.google.com).
[12] Travis, C. & Wade, C. "Psychology in Perspective". Addison-Wisley
Education Publishers Inc. (1997).
@article{"International Journal of Business, Human and Social Sciences:62747", author = "Naouel Abdellatif Mami", title = "Teaching English under the LMD Reform: The Algerian Experience", abstract = "Since its independence in 1962, Algeria has struggled
to establish an educational system tailored to the needs of the
population it may address. Considering the historical connection with
France, Algeria has always looked at the French language as a
cultural imperative until late in the seventies. After the Arabization
policy of 1971 and the socioeconomic changes taking place
worldwide, the use of English as a communicating vehicle started to
gain more space within globalized Algeria. Consequently, disparities
in the use of French started to fade away at the cross-roads leaving
more space to the teaching of English as a second foreign language.
Moreover, the introduction of the Bologna Process and the
European Credit Transfer System in Higher Education has
necessitated some innovations in the design and development of new
curricula adapted to the socioeconomic market. In this paper, I will
try to highlight the important historical dimensions Algeria has taken
towards the implementation of an English language methodology and
to the status it acquired from second foreign language, to first foreign
language to “the language of knowledge and sciences". I will also
propose new pedagogical perspectives for a better treatment of the
English language in order to encourage independent and autonomous
learning.", keywords = "Teaching English as a foreign language,
Globalization, post-colonial Algeria. the educational system.", volume = "7", number = "4", pages = "993-4", }