Naouel Abdellatif Mami
Teaching English under the LMD Reform The Algerian Experience
910 - 913
2013
7
4
International Journal of Educational and Pedagogical Sciences
https://publications.waset.org/pdf/13738
https://publications.waset.org/vol/76
World Academy of Science, Engineering and Technology
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 crossroads 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.
Open Science Index 76, 2013