Pedagogies of English as a second foreign language in Algerian middle schools: a sociocultural perspective

Teaching English as a foreign language has attracted substantial interest in the fields of Applied Linguistics and Second Language Education. A primary task of researchers has been to investigate the challenges faced by young adult learners in formal and informal settings, and by teachers of English to young learners at designated levels and in contexts with different educational policies.

At a time when Algerian educational policy is changing and seeking teacher education improvement, this thesis investigates pedagogical choices of English as a second foreign language in Algerian Middle Schools among multilingual young learners. It focuses on learners’ and teachers’ perceptions of learning English, emphasising their sociocultural base. It stresses the importance of uncovering the pedagogical choices that impact on EFL learning, and how these are implemented. It endaveours to explore (i) the multiple meanings embedded in the factors that influence pedagogical choices of EFL teaching and learning through the attitudes of a group of teachers and learners, and (ii) identifying specific insights into those perceived attitudes about convenient pedagogical choices of English as a second foreign language in the research setting. To achieve the aims of this study and address the research questions, a qualitative research methodology was used. It draws on qualitative data collected (five teachers and 223 young learners) in three Middle Schools in the West of Algeria, using semi-structured interviews and questionnaires, classroom observation, and a research diary. The data is analysed thematically.

Analysis of the findings using a Vygotskian sociocultural perspective reveals complex related factors impacting on pedagogical choices of EFL in Algerian Middle Schools. These include perceived factors (social context, internal classroom context), and perceived attitudes (for example, teaching strategies claimed to be responsive to learners’ needs). These influences are significant for understanding traditional low teaching performance and for helping improve pedagogy and evolve learner-centredness.

This thesis suggests that, for successful EFL teaching and learning practices to take place, teachers and learners need to consider the significance of sociocultural aspects of their perceptions towards English in their Algerian multilingual milieu before criticising their educational context and/or looking for solutions. Further research orientations are highlighted.