INNOVATION AND CHANGE IN LANGUAGE EDUCATION: A CRITICAL REFLECTION ON THE TEACHING AND LEARNING OF EFL IN SECONDARY EDUCATION IN ALGERIA

Abstract

The issues raised in this dissertation at length below constitute the field of inquiry into innovation and change in English language teaching ( ELT ) in secondary education in Algeria. Many teaching programmes, materials and methodologies have been the subject of criticism and abandoned. The main question, however, in this research work is why ‘innovation and change’ has not brought about the expected improvements in pupils’ achievements. For this purpose, the present research work is concerned with description, situation analysis and evaluation of the relative merits and shortcomings of how EFL curricula and prescribed ELT textbooks have been used in this country over nearly the past 50 years. It is also an opportunity to identify some educational policy options for a probable effective management of EFL education programme in secondar y education. This dissertation is also based on an evaluation of three other central elements that either lead to success or failure: teaching materials, teachers and learners. The aim here is to provide a source of information to be used in the improvement of English language teaching and learning. In the same line of thought, this research work attempts to see where the problems lie when we come to think about the causes of the dissatisfaction. Is it the pupils who are often viewed as lacking motivation for foreign languages? Is it the inadequate teaching and learning materials? Or are we only sheer consumers of imported teaching methodologies that are incompatible with our EFL realities? Or still the teachers’ insufficient and/or inadequate training and teaching staff competencies ? For these and other issues, a critical reflection on the teaching and X learning of English in Algeria and its relation to the concept of innovation and change is expressed in chapter one. But the major concern here is a brief review of the literature on how educationalists see innovation in FLT and the difficulties that are linked to its acceptance and implementation; and also the impact of the more recent innovative trends such as information communication technologies ( ICT ) and learning autonomy, etc. Chapter two is a description of the different methodologies that have been used in ELT in Algeria. The chapter is also extended to a situation analysis where the selected method or approach is succinctly surveyed from adoption to abandonment and change. Chapter three is concerned with research on strategies for change in foreign language teachi ng and learning. Teacher education development here is a central issue in the preparation of a staff made for the teaching profession. In order to raise school attainment, provision of suitable teaching materials and learners’ development are also of equal importance. Chapter four handles an issue that concerns an evaluation of ELT in secondary education. This includes three dimensions: a textbook evaluation, a teachers’ survey and finally pupils’ characteristics and their attitude towards English. On the basis that a foreign language can be developed through conversational exchanges and reading practice, a ‘reading for speaking and writing purposes’ is proposed in chapter five as an alternative approach for ELT in secondary education. The premise upon which this chapter is based is the assumption that ‘speaking’ and ‘writing’ are considered signs of success in foreign language learning.