Cultural Trend and its Implications on Language Attitude and Self-Conception A Study on Intercultural Communication: The case of teaching-learning E.F.L in Higher Education

Abstract

ince English has spread in the Third World as the linguistic by-product of economic development and technological advancement, the functional and cultural utility of it cannot be under- valued in any country eager. to keep abreast of modernization and progress in scientific research. Above its prestige. English language as a means of communication between nations is of paramount importance with regard to the field of human relations. In the Maghreb Arab, the growing importance of English language imposes itself as much as the anticipated needs for development and prosperity. Evidently, the gates to development and modernization happen to be through science and technology. As a sequence, our young students who are doomed to English dependence and pursuing their studies under the “ Arabised system” arc, more or less, conscious about the utility of foreign languages, particularly English an international language. In the last few years, the student’s purpose of language study reflects the mere utilitarian value of linguistic achievement, such as getting ahead in the profession or traveling for social contact with foreigners. Hence, as a tool of success in the student’s career, English status vis-a-via French has become a foregone conclusion: English is more prestigious than French. (in some other context, including even Arabic in question: The national and official language in Maghreb Arab). This is no less the case of Algeria whose students aim studying for a higher degree or carry out research in science and technology. The present educational system of Algeria tends to favor the use of foreign languages, particularly English. However the standing of French as medium of instruction, is nowadays impairing along with “ Arabization” enhancement; and further, more centered roles are steadily covered by English. For well-know historical reasons, the linguistic and cultural bounds that tic Algeria to France go back to ages. For whatever reason, however, the presence and increased utility promoting English is being felt at the levels of politics, economic horizons and self-interest. Algerian people’s attitudes towards western languages and cultures are accepted, regardless the hostility and suspicion one notices on few of them. Since it stems from the fact that the west- for ideological and religious reasons- is viewed as a product of imperialism. Indeed, some of today’s adolescent students somehow find themselves in a dilemma, torn between loyalty to Arabic culture as Islamic values, on the one hand. On the other, it is seem from the linguistic concomitant of importing science and technology from its western Language based-sources. In fact, Algerian students move through a stressful episode of western invasion. As a reaction to ideological impact, a new generation of Algerian population shows a kind of reluctance to all what is occidental; the fact that, some of them don’t appreciate western languages in their daily-life conversation, especially French the prevalent language whatsoever. The latter has steadily been decreasing for well known historical reasons. Moreover, the situation is, however, compounded by the sentimental / complain to have Arabic replace foreign languages in the teaching of content areas. Parallerly, French is still compelled with knowledge of past cultural, diplomatic affairs, and administrative matters. For this reason, the present socio-cultural conflict results in a mutual reinforcement between the older generation (Francophones) with France, on one side. On the other, an attendant generation (Arabophones) endeavors to strengthen itself by over balancing Arabic as fundamental national values. Under this socio-cultural quarrel, English nowadays appears to overlap the existing situation by covering people’s requirements through inserting Anglo-American values to younger generation. Nevertheless the varieties of some people’s orientations, positions, and even the new invading ideological steams, Algerian people’s attitude to foreign cultures is often marked with approbation, since the one who speaks foreign languages (French and English) is relatively seen as an educated person, and further he is seen as an identificatory model of civilized citizens. As far as English stands to be as an E.F.L setting in Algeria, the target language in its broad range of dominance paves the way to a peculiar type of acculturation in Algerian learner’s milieu. The fact that when dealing with the learning of English; our students prize highly this language; however; some of them feel compelled to acquire it and often resign to a status of subordination. The latter’s appear to suffer from previous educational gaps. As a sequence, this kinds of L2 learners seem to fear from western acculturation, and relegate the so-called ideological dominance. So, the norms and values of the Anglo-American world thoughts have inevitably been transmitted to Algerian students’ traditional culture; involved in the ongoing movement of modernization based on western models. This correlation goes no further with that first ground of L1 cultural and ideological trends. In this state of the art, learner’s enthusiasm for learning the foreign language and their orientation in the modernization can be expected to continue as politically low-keyed Anglo-American domination. Here, one may ask a question: To what extent do cultural trends in L1 acquisition influence that didactic paradigms in L2 learning skills? In other terms, does L1 acquisition in Algeria provide an adequate linguistic-cultural social to develop L2 communicative competence?