Arab World English Journal (AWEJ) Volume 11. Number2  June 2020                                                  Pp.187 -201

Full Paper PDF


The Linguistic History and the Ideological Inhibitions in Foreign
Language Context in the Post-Independence Algeria


English Department, Faculty of Letters and Arts
Abdelhamid Ibn Badis University, Mostaganem, Algeria

English Department, Faculty of Letters and Arts
Abdelhamid Ibn Badis University, Mostaganem, Algeria




The issues addressed in this work concern primarily the linguistic history and the different language policies that have been adopted from independence till today. Through this paper, the author aims to tackle the status of foreign languages in the Algerian educational system and the extent to which English has been promoted on the expanse of French. Henceforth, the higher education reforms and their influence on the process of teaching/learning English as a foreign language. Mainly, this study intends to uncover the ideological inhibitions exercised by the government to model up a citizen meets the requirements that it needs but not the requirements of the 21st century.  More specifically, it exposes the trends of the Algerian decision-makers to maintain a position of a particular foreign language –French- over another foreign language, which is English among the Algerian speech community. This study will contribute to the reconsideration of the language policy of the government, the status of English as a foreign language, and the foreign language curricula. Yet, it bears a particular significance to the sociolinguistic situation in Algeria and its relationship to English as a foreign language context. It suggests the importance of promoting English to meet up the escalating waves of globalization.
Keywords: foreign language curriculum, higher education reforms, ideology, linguistic history, the foreign language hidden curriculum. 

Cite as: KHELLOUL, S., &  BENMAGHROUZI, F. Z. (2020). The Linguistic History and the Ideological Inhibitions in Foreign Language Context in the Post-Independence Algeria. Arab World English Journal11 (2) 187 -201.


Arab, S. (2015). The Impact of French in Teaching and Learning English in Algeria. Case of third-year license EFL students at the University of Algiers, Oran, ant Tlemcen. (Unpublished Master Dissertation). Tlemcen University.

Apple, M. W. (1979). Ideology and Curriculum. London: Routledge and Kegan, Paul.

Baker, C. (1990). Key issues in Bilingualism and Bilingual Education. Exeter, UK: Short Run Press Ltd.

Baldauf R. B. & Kaplan, R. B. (2004). Language Learning and Policy in Africa. Trowbridge, England: Cromwell Press Ltd.

Beer, W. R. & Jacob, J. E. (1985). Language Policy and National Unity. New Jersey: Rowman and Allanheld, Publishers.

Benson,  P  (2001)  Teaching and  Researching Autonomy in Language  Learning. Longman, Harlow.

Benrabah, M. (1999). Langue et Pouvoir en Algérie. Histoire d’un traumatisme linguistique Paris, Séguier

Hill, B. (1994) Self-managed learning: state of the art. Language Teaching, 27, pp. 213-

Benstaali, B. (2014). The Tempus Program in Algeria 2002-2013. National Tempus Office (NTO), Algeria

Chibani (2003). Comet’s Relevance and Efficiency. (Unpulished Magister Dissertation). Batna University Farrell, T. S. C., & Jacobs, M. (2010). Essentials for successful English language teaching. London: Continuum International Publishing Group.

Giroux, H.  (2001). Stealing Innocence: Corporate Culture’s War.  New York: Palgrave.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

Hayane, O. (1989). L’enseignement de la langue anglaise  en Algérie depuis 1962.

Ben Aknoun, Algeria : Office des Publication Universitaire

Head, K. & Taylor, P. (1997). Readings in Teacher Development. Oxford: Heinemann.


Johnson, R. K. (ed.).  (1989). A decision-making framework for the coherent language curriculum. In R. K. Johnson (Ed.), The Second Language Curriculum (pp. 1-23). Cambridge University Press.

Khelfaoui,  H.  (2004)  Scientific  Research  in  Algeria:  Institutionalization  vs.  Professionalisation. Science,   Technology   &   Society   9(1),   76-101.   Sage   Publications:   New Delhi/Thousand Oaks/London.

Lakehal, A, 2008. Is the Algerian Educational System Weakening? An Investigation of the High School Curricula and their Adequacy with the University Curricula” A thesis submitted in candidacy for the degree of Doctorate Es-Sciences in Applied Linguistics. P 109-148

Lewis, M, & Ellis, S. (2006). Phonics. London: Paul Chapman Publishing.

Little, D (1995). Learning as Dialogue: The Dependence of Learner Autonomy on Teacher

Autonomy. System 23 (2), 175-182.

McGrath, I. (2000). Teacher Autonomy. In Sinclair, B. McGrath, I. & Lamb, T. (eds)

Mami, A. (2013). Teaching English Under the LMD Reform: The Algerian Experience. International Science Index, Educational and Pedagogical Sciences Vol:7, No:4, 2013

Nelson, J., Polonski, S., & McCarthy, M. R. (2004). Critical Issues in Education. NY: McGraw-Hill.

Nunan, D. (1989). Understanding Language Classrooms. Hertfordshire: Prentice-Hall.

Nunan, D. (1989). Hidden Agendas: The Role of the Learner in Programme Implementation. In R. K. Johnson (ed.), The Second Language Curriculum (pp. 176-186). CUP: Cambridge.


Rezig, N. (2011). Teaching English in Algeria and Educational Reforms: An Overview on the Factors Entailing Students Failure in Learning Foreign Languages at University. Procedia – Social and Behavioral Sciences 29 (2011) 1327 – 1333

PENG, M, (2015). The Hidden Curriculum in Language Classrooms. Sino-US English Teaching,  12(6), 424-429. Doi:10.17265/1539-8072/2015.06.

Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.

Pierre, E & Mohamed, N. (2005).  African Economic outlook. Paris: OECD development center.

Rubdy, R. & Saraceni, M. (2006). English in the world: Global rules, global roles.

Chippenham: Wiltshire: Antony Rowe Ltd.

Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann.

Tabory, E., & Tabory, M. (1987). Berber Unrest in Algeria: Lessons for Language Policy. International Journal of the Sociology of Language, 63, 63–79.

Tomlinson, B. (2012). Material Development in Language Teaching. Language Teaching, 45(2), 143-179.

Van Lier, L. (2005). The Ecology and Semiotics of Language Learning. A Sociocultural Perspective. Dordrecht: Kluwer



Soufyane KHELLOUL is a doctoral candidate in Abdelhamid Ibn Badis University,
Mostaganem ( Algeria). His research interests focus on Sociolinguistics, language variety,
the use of ICT in language teaching and learning, and gender studies.

Prof. Dr. Benneghrouzi Fatima Zohra is a Professor of Language and communication at
Abdelhamid Ibn Badis University. Her interest areas include translatability of metaphor, gender
and intercultural studies.