Innovation in Language Learning
Training Algerian University Teachers in English: Representations, Expectations and Challenges of Linguistic Transition in Higher Education
Sabrina Aissaoui, 8 May 1945 University of Guelma (Algeria)
Taguida Abla, Université Chadli Bendjedid d'El Tarf (Algeria)
Abstract
Since independence, French has occupied an important position in Algeria’s sociolinguistic and educational landscape. It has been widely taught throughout the education system and has historically remained present in higher education, particularly in scientific and technical fields. However, in recent years, English has gained increasing prominence in Algerian educational and higher education policies. Its introduction into primary education in 2022, together with its growing presence in higher education, reflects a desire to strengthen its role within the education system and to promote the internationalisation of Algerian universities.
This paper examines how the university teachers concerned perceive and respond to this training policy. More specifically, it aims to analyse their representations of English, their motivations, their expectations regarding the training programme, and their level of engagement in the process. It also explores potential gaps between the institutional objectives assigned to the training and the actual needs expressed by teachers from different disciplinary backgrounds.
Through this study, we seek to examine the conditions that may contribute to the success of English language training for university teachers and, more broadly, the human, linguistic and institutional challenges associated with the gradual transformation of the linguistic landscape of Algerian higher education.
Keywords: teacher professional development; Algerian higher education; English; linguistic transition; language representations
REFERENCES
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