Arab World English Journal (AWEJ) Volume 11. Number3 September 2020 Pp.585-598
Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of
South Algerian Secondary Schools in Adrar
Department of English, Faculty of Arts and Languages
University of Adrar Ahmed Draia, Algeria
After more than seventeen years of implementation (2003) in the Algerian educational system, English as a Foreign Language (EFL) teachers react unexpectedly to the Competency-Based Language Teaching (CBLT). They show resistance and resilience to change via variable attitudes towards CBLT. The paper reports the results of a field investigation carried out in eight secondary schools in Adrar, cultural and administrative capital of the southwest of Algeria. It assesses south Algerian EFL teachers’ attitudes towards CBLT through a questionnaire administered to twenty educators. The most striking answers are the teachers’ negative attitudes and diverging opinions toward its “top-down” implementation. The findings highlight a major issue to the Ministry of Education, the syllabus designers and the teachers at the micro-level, for they impact negatively on the spread and success of CBLT. The paper invites for debates about curricula and pedagogy in Algeria.
Keywords: Adrar, Algeria, secondary schools, Competency-Based Language Teaching, English as a Foreign Language
Cite as: Bouhania, B. (2020). Attitudes of EFL Teachers toward the Competency Based Language Teaching. The Case of South Algerian Secondary Schools in Adrar. Arab World English Journal, 11 (3) 585-598.
Albodakh, M.K.K. & Cinkara, E. (2017). The Relationship between Learner Motivation and Vocabulary Size: The Case of Iraqi EFL Classrooms. AWEJ 8(2), June, pp:279-292. DOI: https://dx.doi.org/10.24093/awej/vol8no2.20
Benadla, L. (2013). The Competency-based Language Teaching in the Algerian Middle- school: from EFL Acquisition Planning to its Practical Teaching/learning. Arab World English Journal (AWEJ) 4(1):158-165.
Boudersa, N. (2013). Promoting Literacy and Writing Proficiency through a Reading-based Method. AWEJ 4(2):283-297.
Bouhadiba, F. (2006), The CBLT in Algeria: Facts and Findings. Revue Maghrébine des Langues (RML) 4, pp :165-182.
Bouhadiba, F. (2015), “Implementation of the CBLT in Algeria: from Euphoria to Bitter Criticism”. AWEJ, August, pp: 3-16.
Bouhania, B. (2019). South Algerian EFL Learners’ Evaluation of CBLT. Revue des Sciences Sociales et Sciences Humaines 20(1), pp :403-414.
Boumediene, A. & Hamzaoui-Elachachi, H. (2017). The Effects of Formative Assessment on Algerian Secondary School Pupil’s Text Comprehension. AWEJ 8 (3), September, pp:172-190. DOI: https://dx.doi.org/10.24093/awej/vol8no3.12
Chelli, S. (2013). Developing Writing Abilities by the Use of Self-assessment through Portfolios. AWEJ 4 (2), pp: 220-234.
Dornyei, Z. (2001). Motivational strategies: Creating and Maintaining Student Motivation in the Foreign Language Classroom. Cambridge: Cambridge University Press.
Ministry of National Education (May 2003), Programme of English as a Second Foreign Language: First Year Middle School Teachers’ Guide. Algiers: Algeria.
Hamadouche, M. (2013). Intercultural Studies in the Arab World from a Contrastive Rhetoric Perspective. AWEJ Special Issue on Translation 2, pp:181-188.
Kondos, S. (2018). The Effect of the Use of Technology on the Nature of Teacher’s Profession. AWEJ 9(1), pp:220-232. https://dx.doi.org/10.24093/awej/vol9no1.16
Ladaci, N. (2017). Exploring the Status and Teacher’s Perceptions of Technology Integration in EFL Classrooms at Chadli Benjedid University, Algeria. AWEJ 8(2), pp:160-170. DOI: https://dx.doi.org/10.24093/awej/vol8no2.11
Messerhi, M. (2014). The Teaching of English Culture in Algerian Secondary Schools: The Case of Second-year Classes. AWEJ 5(1), pp:167-179.
Paige, R. M., Jorstad, H., Paulson, L., Klein, F., & Colby, J. (1999). Culture Learning in Language Education: A Review of the Literature. In R. M. Paige, D. Lange, & Y. Yershova (Eds.), Culture as the core: Integrating Culture into the Language Curriculum (CARLA Working Paper Series, 15, pp. 47-114). Minneapolis: The University of Minnesota, Center for Advanced Research on Language Acquisition.
Paulhus, D. L. (1984). Two-component Models of Socially Desirable Responding. Journal of Personality and Social Psychology, 46(3), pp :598–609. https://doi.org/10.1037/0022-35220.127.116.118
Rezig N. (2011). Teaching English in Algeria and Educational Reforms. An Overview on the Factors Entailing Students Failure in Learning Foreign Language at University. Procedia-Social and Behavioral Sciences 29, pp:1327-1333.
Richards, J.C., and Rodgers, T.S. (2001). Approaches and Methods in Language Teaching, Second Edition. Cambridge: CUP.
Sarnou, H. (2015). Teacher’s Role and the Students’ Autonomy under the LMD and the Integration of ICT. AWEJ (Bejaia International Conference Proceedings), pp:78-83.
Sarnou, H., Koç, S., Houcine, S., and Bouhadiba, F. (2012). LMD New System in the Algerian university. AWEJ 3(4), pp:179-194.
Soulimane-Benhabib, N.Y. (2015). Factors Demotivating ESP Classrooms at the Preparatory School of Sciences and Techniques, Tlemcen, Algeria. AWEJ 6(1), pp: 113-122.
Torki, S. (2013). Algerian University English Language Teaching Materials: How Readable are they? AWEJ 4(4), pp: 04-16.