| Titre : | Power from a Language Planning Perspective: The Case of English in Algeria Case Study of Master Two Didactic Students-Saida University |
| Auteurs : | RAHALI Dehiba, Auteur ; Dr. GACEM Mama, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2021-2022 |
| Format : | 70p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | globalization, language planning policy, pedagogical plolicy, curricula |
| Résumé : | In light of the globalization that the world is witnessing and with the widespread of the English language, Algeria is still trapped in the French language, ranking it as the first foreign language in the educational system. The aim of the current study is to give an overview of the language planning policy in Algeria in general and to consider the future of the English language in particular. In addition to the changes that can be made to develop the country while preserving its national identity. Accordingly,Master two Didactics students were involved in this research along with the teachers of the University ofDr. Moulay Tahar at Saida. The mixed methods were used relying on both qualitative and quantitative approaches through the information obtained from the interview of 20 university teacher and and a questionnaire distributed to 25 students. The recentfindings showed that English does not receive a successful educational planning in Algeria, where it still faces historical, political, pedagogical, economic and socio-cultural obstacles.To sum up, the Algerian government should follow some necessary strategies and measures to reach the right language planning; such as preparing all material and human resources for the success of the inclusion of the English language in the primary school, adopting a pedagogical policy to accompany and train highly qualified teachers, and design rich and entertaining curricula for the student. |
| Note de contenu : |
TABLE OF CONTENTS
Page Dedications …………………………………………………………………………….… I Acknowledgments ……………………………………………………...………………... II Abstract …………………………………….……………………………………….…... III Table of Contents ………………………………………………………………….…… IV List of Tables ……………………………………………………….……………….....VIII List of Figures ……………………………….…………………………….……….... VIII List of Acronyms and Abbreviations ………...……………………………………..… IX GENERAL INTRODUCTION01 ___________Chapter One: Literature Review and Research Methodology__________ 1.1 Introduction 5 1.2 Overview of Language Planning and Language Policy 5 1.2.1 Towards a Definition of Language Planning 6 1.2.2 A Brief History of Language Planning and Policy 7 1.2.3 Actors (Agents) of Language Planning 8 1.2.3.1 Government Agencies 8 1.2.3.2 Education Agencies 8 1.2.3.3 Quasi/non-Governmental Agencies 9 1.2.3.4 Religious Bodies 9 1.2.3.5 Others: Individuals, Communities, Pressure Groups, etc. 9 1.2.4 The Major Categories of LPP 9 TABLE OF CONTENTS V 1.2.4.1 Status planning 9 1.2.4.1.1 Standardization 10 1.2.4.1.2 Officialization 10 1.2.4.1.3 Nationalization 10 1.2.4.2 Corpus planning 10 1.2.4.3 Acquisition planning 12 1.2.4.4 Prestige Planning 12 1.3 LanguageIdeology 13 1.4 Research Design and Methodology 16 1.5 Rationale of the Study 17 1.6 SamplingDecisions 20 1.7 Conclusion 21 _______________Chapter Two: The Linguistic Profile of Algeria ________________ 2.1 Introduction 24 2.2 A Chronological History of Algeria’s Linguistic Situation 24 2.3 Sociolinguistic Situation Diversity of Algeria 25 2.3.1 Arabic 26 2.3.2 Tamazight 28 2.3.3 French 30 2.3.4 English 31 2.4 The Status of English in Algeria. 32 2.5 English Language Teaching Policy. 34 2.6 The Spread of English in the Algerian Educational Program. 37 2.7 Conclusion 37 TABLE OF CONTENTS VI ________________Chapter Three: Data Analysis and Interpretation______________ 3.1 Introduction 40 3.2 Data Analysis 40 3.2.1 The Analysis of Teachers’ Questionnaire 40 3.2.1.1.1 Section One: Personal Information 40 3.2.1.1.2 Section Two: Teaching of English 42 3.2.1.1.3 Section Three: Globalization and English Use 47 3.2.2 TheAnalysis of Teachers’ Interview 49 3.2.3 The Analysis of Students’ Questionnaire 51 3.3 Data Interpretation 56 3.4 Recommendations 57 3.5 Conclusion 57 GENERAL CONCLUSION 58 APPENDICES 61 REFERENCES 66 |
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