Due to its huge popularity and acceptance in the field of English language teaching (ELT), communicative language teaching (CLT) has extended beyond western countries to non-western countries (Littlewood 2007), such as Algeria. This shift towards a communicative way of teaching English as a foreign language in Algeria was made at the secondary level. As far as third-level education is concerned, language policies for teaching English are not stated explicitly within any official document. If not stated explicitly, language teaching policies can be deduced implicitly (Shohamy 2008, p.119). In this light, this research aims at exploring Algerian lecturers’ views and teaching practices in Algerian higher education and identifying obstacles to teaching English as a foreign language. Data collected from semi-structured questionnaires, interviews, and classroom observation spanning a period of 4 months formed the basis of analysis. The preliminary findings of this research revealed that there is not a standardized way of teaching English within Algerian higher education. Indeed, it seems that decision making in terms of ELT is teacher driven.
Kahina Guendez, University of Limerick, Ireland
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
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