DO NOT ADD English Learning Experiences in Times of Change: The Missing Voices in Algerian Schools

Abstract

This study explores the students’ perceptions of their classroom learning experience. It particularly focuses on how students make sense of their experiences in learning English and how they express their views, feelings and concerns. Embedded in these learning experiences are the teachers’ beliefs about teaching, their perceptions of language policy and their classroom practice. The aim of this research is to make teachers’ and students’ voices heard by sharing their stories as they tell them. Most importantly, the study aims at gaining a deeper understanding of how students are experiencing learning English in times of educational change. The Competency-Based Approach (CBA) reform was introduced in 2003. In 2016, the Algerian Ministry of Education launched a second-generation reform. The latter also emphasised teaching through CBA. Research on CBA heavily focuses on a teachers’ perspective. Thus, at the heart of this study is the students’ perspective on their English learning experience with CBA policy and implementation. Data were collected through an ethnographic approach on a daily basis over a period of three months and a half (from November 2017 to February 2018). The tools that were used are: classroom observations, field notes, individual, pair and group interviews with teachers and students. Data were analysed using Braun and Clarke’s (2006, 2013) guidelines for generating thematic analysis (TA). Themes were conducted to discover patters of meaning which contributed in the richness of data. Findings suggest that teachers use an eclectic approach to teach English in middle and secondly schools. An approach that is confined by limited resources and materials. Findings also suggest that CBA teaching widens the gap between students in terms of social class and ability. As a result, students resist CBA teaching in the classroom. Although teachers have positive perceptions of the theory of CBA, attempts to implement this approach creates divisions based on teachers’ social status and their access to resources and materials. Data also revealed tensions in teachers’ relationships. These are triggered by two opposite standpoints; a culture of performativity and a pedagogy of love. A social justice theoretical framework is proposed to analyse the findings of this research. This framework combines concepts of democracy in education, the purpose of education as well as the humanistic approach to teaching. This research has two main contributions to knowledge. Methodologically, using an ethnographic approach to research the Algerian learning classroom experience will yield significant data on the schooling experience in detail and on how teaching English in Algeria is performed in middle and secondary schools. Thematically, the context of CBA combined with the focus on exploring the students’ learning experience from a students’ perspective will uncover new understandings of the CBA policy and implementation in the Algerian and African context. This research shows the importance of listening to the students’ voices in understanding educational problems. By focusing on the students’ experiences and perceptions, this research adds additional dimensions of social justice, equality of treatment and questions of the purpose of education to the debate and literature on the CBA teaching and educational policy in Algeria.

Date of Award	2020
Original language	English