literature review
A-Historical background of Teaching English language and literature in Algeria.
In 1971, Algerian government adopted Arabization policy. The latter accounts for generalizing the Arabic language in all the government sectors including education. The aims of this strategy were to establish an efficient educational system and maintain the national identity. Nevertheless, this strategy has not escaped criticism from educationist and scholars who believe that the fundamental problem with this step is that making Algerian university suffer to adopt The English language. Indeed, in 1976-1979, the ministry of higher education introduced The English language to teachers. One question that needed to be asked, however, is whether the ministry trained the teachers how to teach this language and how can they structure the lessons. Abdellatif Mami(2013) asserts that Algerian teachers were confused about how to teach The English language. This claim is characterized in colonial legacies. Mami sees that the dominance of French-language was clear in Educational system in Algeria though within Arabization policy. The latter point has been devastatingly critiqued by Fouzi Bellalem (2014), who argues that The English language was taught as its counterpart French language. The most important of these criticisms is that both highlight the main problem which is there is not a specific curriculum to teach English. Lynda Chouiten(2009) previously published a study on how the
A-Historical background of Teaching English language and literature in Algeria.
In 1971, Algerian government adopted Arabization policy. The latter accounts for generalizing the Arabic language in all the government sectors including education. The aims of this strategy were to establish an efficient educational system and maintain the national identity. Nevertheless, this strategy has not escaped criticism from educationist and scholars who believe that the fundamental problem with this step is that making Algerian university suffer to adopt The English language. Indeed, in 1976-1979, the ministry of higher education introduced The English language to teachers. One question that needed to be asked, however, is whether the ministry trained the teachers how to teach this language and how can they structure the lessons. Abdellatif Mami(2013) asserts that Algerian teachers were confused about how to teach The English language. This claim is characterized in colonial legacies. Mami sees that the dominance of French-language was clear in Educational system in Algeria though within Arabization policy. The latter point has been devastatingly critiqued by Fouzi Bellalem (2014), who argues that The English language was taught as its counterpart French language. The most important of these criticisms is that both highlight the main problem which is there is not a specific curriculum to teach English. Lynda Chouiten(2009) previously published a study on how the