II-The Algerian Educational System and approaches to
English Teaching
«In the fourth year middle school, the student will have to
consolidate and develop the language prerequisites, methodological and cultural
knowledge acquired in the third year. The ELT aims to enable the outgoing
student of fourth year:
-To interact in real situations of school life and everyday
life.
- To interpret more complex authentic documents independently.
- To pass successfully the Brevet English exam.
- To continue his language learning in the next cycle in good
conditions.
Basing on the above mentioned general aims of ELT in Algeria,
learners use English to communicate, interact, discuss and discover the world's
cultures. Hence, ELT is considered as a cultural, technical and scientific tool
which contributes effectively in the learner's development in all
dimensions.
3-8-ELT Textbooks in Middle School
During the post-colonial period, ELT textbooks, in Algeria,
have been changed many times. This was due to the distrust of the Algerian
educational authorities towards the English textbooks which were designed by
foreigners to meet the French pupils' needs and according to their level.
(Hayane, 1989).
In addition, most EFL teachers in the mid of the 1960s were
foreigners and they knew no Arabic. That is why; Algerian learners were in need
of new textbooks taking into account their own requirements. By the beginning
of 1970s, the Algerian educational system witnessed radical changes in
different fields. Consequently, new textbooks were designed according to new
standards in order to improve the English language level in Algerian schools.
However, these textbooks were not so Algerian since they were still designed by
a foreigner, and thus teaching English in Algeria knew many difficulties and
challenges at that time. Finally, was the first Algerian course book published
for the fourth grade in 1975. A year later (1976), another Algerian textbook
was released for the third grade. These new textbooks were carefully designed
according to the real situation of ELT in Algeria. (Hayane, 1989).
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II-The Algerian Educational System and approaches to
English Teaching
In fact, thanks to the whole reconsideration of English
textbooks and Algerian education system by the end of the 1970s when the
«Fundamental School» was implemented, ELT became a standalone
process, especially after adopting new textbooks designed by Algerian authors.
In 1984, details in the table 2.1below: Spring One was published for the
third grade. A year later, another textbook Spring Two was released for
the fourth grade. We can see further in the table 4 below:
Table 4: English Textbooks in Algeria From 1968 to 2003
(Hayane, 1989)
During the academic year 2002-2003, a series of educational
reforms were undertaken at different levels and applied in the three cycles;
primary, middle and secondary cycle. As a result,
7
a national commission known as «Benzaghou Reform»was
formed to review the programs, curricula and textbooks. In addition, this
commission was in charge of making decisions concerning the teaching of foreign
languages. For English language, it was decided to teach it from the first year
of the middle school.
Thus, four textbooks were designed and published from 2003 to
2006; Details concerning these textbooks are shown in the table 2.2 below:
Spotlight on English 1 was first published in 2003 and designed for the
first grade. In 2004, Spotlight on English 2 was published for the
second year pupils in middle school. Later, a new textbook was designed for the
third grade and published in 2005. The last and the actual textbook On the
Move designed for the fourth grade, it was published in 2006.
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