II-The Algerian Educational System and approaches to
English Teaching
2-3-Secondary Education
In the secondary cycle, students can choose the stream which
suits them, but according to their grades in the BEM exam. In the first year,
there are three main streams: languages and social studies, sciences and
technology. In the second year, other streams are offered such a; Philosophy
and Literature, Literature and Foreign Languages, Sciences, Mathematics,
Economy and Management, Civil Technology, Chemistry, etc. However, the second
choice of the stream is based on three criteria; students' personal preference,
their teachers' opinions and their first year results. At the end of the third
year, students take a national exam called «Baccalaureate» in which
they are tested in all the subjects studied in the third year. To pass this
examination, students have to score an average of more than 10 on a 20 point
scale.
3-The English language teaching objectives
During the period of colonization, the French language was
strongly implemented as the official and first language in Algeria, whereas
English was introduced in the first year of the intermediate cycle as a first
foreign language which the learners meet only in the classroom. Some years
after the independence, English maintained its status as a first foreign
language, but it was taught till the third year. Thus, pupils would have
studied English for five years between the intermediate cycle the secondary
one. During this period, English Language Teaching (ELT), in
Algeria, has witnessed many changes regarding its objectives, syllabuses and
teaching methodologies as well.
By the end of the 1960s, ELT has become more important and
widespread in the Algerian schools, especially after founding the first English
Department in the University of Algiers in 1964. As a result, the French
language interference has been reduced. In this regard, Miliani states that:
«In a situation where the French language has
lost much of its ground in the sociocultural and educational environments of
the country; the introduction of English is being heralded as the magic
solution to all possible ills-including economic, technological and educational
ones.»(Miliani, 2000:13).
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II-The Algerian Educational System and approaches to
English Teaching
During the 1990s, after being introduced in optional schools
in Algeria, English has gained a considerable recognition in the country and
become an important part in the curriculum. Consequently, many TEFL institutes
have been established throughout the country in order to provide specialized
training for EFL teachers. However, these training schools were facing
difficulties in transmitting the English culture to those who are supposed to
teach English. Most of these difficulties were due to the lack of real contact
with native speakers and to the rarity of authentic materials which help the
trainees to enrich their cultural knowledge about the target language. Through
the last educational reform launched during the academic year 2002-2003,
nothing is being said on the status of English as a second foreign language. It
becomes an obligatory subject matter for the four years of middle school; it is
taught since the learners' first year and they study it three or four times a
week. They take two tests and one exam each trimester; that is to say, three
times a year. In the secondary cycle, EFL is still compulsory for all learners,
but it is more important for literary stream than scientific or technological
ones.
In fact, the Algerian new policy towards ELT aims basically at
attaining some underlined goals. First, due to its international status,
English was given a special interest by the Algerian Ministry of Education in
order to keep pace with the world development. Second, the main aim behind this
policy is to improve English proficiency of Algerian learners, especially after
being acquainted with French as the country's second language, and provide them
with all the necessary tools which help them become not only autonomous
learners but independent future citizens able to set and realize their
objectives, and satisfy their desirable intentions.
Thanks to the globalization, English becomes a global language
which meets the issues related to the rapid pace of technological advancement.
Therefore, in the last Algerian educational reform in 2002-2003, there has been
a great emphasis on English as a second foreign language. It was affirmed that
ELT must take part in the learner's development in all aspects. In addition, it
must reinforce the national values, open-mindedness, tolerance and mutual
respect with others. Thus, ELT in Algeria aims at reaching the following
objectives:
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