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MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

Frères Mentouri Constantine1 University

Faculty of Letters and Languages

Department of English Language

Towards a more Democratic Model to English Language Curriculum Development through T The Case of Secondary School Teachers of the Wilaya of Sétif A Thesis Submitted in Fulfillment of the Requirements for the Degree of

Doctorat ES-Sciences in Applied Linguistics

By Miss. Ikhlas GHERZOULI

Board of Examiners

Chairman: Pr. Hacene SAADI Pr.

Frères Mentouri Constantine1 University

Supervisor: Pr. Abdelhak NEMOUCHI Pr. LBM Oum El Bouaghi University Examiner: Pr. Said KESKES Pr.

ML. Debaghine Sétif2 University

Examiner: Pr. Ryad BELOUAHEM Pr. Frères Mentouri Constantine1 University Examiner: Dr. Charif BENBOULAID MCA M. Benboulaid Batna2 University

Academic Year 2017-2018

I

Declaration

I declare that, except where explicit reference is made to the contribution of others, that this thesis is the result of my own work and has not been submitted for any other degree at this or any other institution.

Ikhlas GHERZOULI

II

Dedication

I dedicate this work to my wonderful family. I dedicate this thesis to my father who taught me that education is the way to a brighter future. I dedicate this work to my mother for her enormous contribution to getting me where I am. I dedicate this thesis to my sisters, Ibtissem, Imen, Ahlem, and my brother Isaak, who have been supportive friends on this arduous journey. I also dedicate my degree to my lovely nephews Barae and Tayem. I would not have achieved my doctoral degree without the strength and love of my family. III

Acknowledgements

The completion of this thesis has been built on the cooperation and enthusiasm of many people. My first and foremost acknowledgement is due to my supervisor Prof. Abdelhak NEMOUCHI for his patient and endless support, guidance and encouragement during my research journey. I would also like to thank the members of the jury, Pr. Hacene SAADI, Pr. Ryad BELOUAHEM, Pr. Said KESKES, and Dr. Chérif BENBOULAID for taking time to read and examine my work. Pride of place must go to the respondents themselves, particularly the English language teachers who responded to my questionnaire throughout the secondary schools of Sétif province as well as the inspectors who were willing to give their time and accepted to be interviewed. My due acknowledgements are also to all my teachers, from the primary school level to this day; and all the wonderful people, too many to mention, who have positively impacted my life. Last but not least, my special gratitude is due to my best friends Berkani Souad, Khabcheche Houda, Blilita Kamel, and Zedam Redouane for their physical, emotional and moral support. IV

Abstract

In the 21st century, the need for countries around the world to circumnavigate through the impact of globalization with more responsive school curricula was evident. In Algeria, curriculum reform of the year 2003 was an effort towards this end. In view of the crucial role that teachers play when involved in curriculum reforms, the study seeks to recommend a model to curriculum development that seeks to involve teachers by combining top-down government mandates with bottom-up teachers-based initiatives. More explicitly, the study aims at exploring and identifying perceptions, views and concerns of secondary school teaching. The study also aims at revealing barriers to their autonomy and involvement in curriculum development in order to pave the way for a deeper understanding and planning towards such an involvement. Ultimately, the definitive purpose of the investigation was to initiatives to supply top-down attempts to develop curricula. The critical paradigm was the conceptual framework guiding the present research with data availed through a questionnaire survey for secondary school English language teachers at Sétif province and asynchronous email interviews with five national education inspectors of secondary schools. Proportional stratified random sampling provided the 156 participants of the study. Quantitative data was analysed using the Statistical Package for Social Sciences SPSS 23.0 whereas the process of analysis for qualitative data was built upon the techniques of thematic analysis. The findings advocated the existence of imbalanced power relation between the government and teachers with the former controlling and dictating curriculum from the centre as well as excluding teachers from the whole process of curriculum development. Though the good intentions of the curriculum 2003 are acknowledged, these were constrained by a multitude of curriculum, instructional, organizational, and institutional factors. Several concerns to be considered for curriculum reform and implementation. The findings and recommendations of this research are expected to alert both teachers and policy makers to consider seriously and acknowledge the delicate role that teachers should play and the status quo they should have in curriculum development. The findings of the study have also implications for policy makers, who can either encourage or discourage curriculum reforms and therefore possibly affect the sustainability of the teaching power and overall education effectiveness. V

Key to Abbreviations and Acronyms

ACC: Administrative Coordination Council

AFD: AgenceFrançaise de Development (French Agency of Development)

BA: Bachelors of Arts

BAC: Baccalaureate Exam

BEF: Brevet d'Enseignement Fondamental (Basic Education Certificate) BEG:

BEM: B (Middle School Certificate)

BEPC: (Middle School Leaving

Certificate)

BS: Bachelors of Science

BSC: Brevet Supérieur de Capacité (professional teacher certificate)

BT: Brevet de Technicien (Technical Aptitude)

BTS: Brevet de Technicien Supérieur (Technical Expertise) CAMEMD: pprovisionnement et de Maintenance en Equipements et Matériels Didactiques (The Supply and Maintenance Centre for Equipment and Training Materials)

CAP: Certificat (teaching certificate)

CAP: rofessionnelle (Vocational Aptitude Certificate)

CAPEF: (Middle

School Teaching Certificate)

CAPEM: (Middle School

Teaching Certificate)

CAPES: (secondary

school teaching certificate) VI

CBA: Competency-Based Approach

CC: Class Council

CCGP: Certificat de Culture Générale et Professionnelle(General Culture Certificate) CCGP: Certificat de Culture Générale et Professionnelle (General and Professional Culture

Certificate)

CEP: Certificat Primaires (Primary School Leaving Certificate)

CFA: (Apprenticeship Centres)

CFEI: (Certificate of Completion)

CFPS: Certificat de Formation Professionnelle Spécialisée (Specialized Vocational Training)

CLA: (Council for Secondary Schools in Algiers)

CLS: Comité pour les Libertés Syndicales (reedom) CMP: Certificat de Maitrise Professionnelle (Vocational Expertise Certificate)

CNA: (National Centre for Literacy)

CNAPEST:

Technique (National Autonomous Council of Secondary and Technical Education Teachers) CNDP: Le Centre National de la Documentation Pédagogique (National Centre for

Educational Documentation)

CNEF: (National Council of Education

and Training)

CNEG: (National Centre for Generalised

Education)

CNFCE: (National Centre for

Training of Education Managers)

CNIIPDTICE:

VII (National Centre for Integration of Educational Innovation and Development of Information and Communication Technologies (ICTs)) CNP: Conseil National des Programmes(National Council of Programmes) CNP: Commission Nationale des Programmes (National Committee of Programmes)

CNPLET:

Tamazight (The National Pedagogical and Linguistic Centre for the Instruction of Tamazight) CNR: Commission Nationale des Réformes (National Commission for Reforms) CNRSE: Commission Nationale de Réforme du Système Educatif (National Commission for

Reform of the Educational System)

DE: Director of Education

DEA: Diplome Approfondies (Diploma of Advanced Studies) DEP1: Diplôme nseignement Professionnel du Premier Degré (Basic Vocational Studies

Diploma)

DEP2: Diplôme nseignement Professionnel du Second Degré (Higher Vocational Studies

Diploma)

EN: Ecoles Normale (Normal Schools)

ENS: Ecoles Normales Supérieures (teacher training colleges)

ENSEP:

ENSET:

FLN: National Liberation Front

FNAPE : Fédération Nationale des (National Federation of

Parents of Students)

GC: Guidance Council

GI: General Inspectorate

GIP: General Inspectorate of Pedagogy

VIII GSD: Groupes de Spécialité par Discipline (Subject-based teams) ICT(s): Information and Communication Technology (ies)

IFCE: (in-service teacher-training institutes)

IFPM: (Institute of Teacher Training and Development)

IN: Inspector

INFPE:

INRE: L'Institut National de Recherche en Education (National Institute of Research in

Education)

IPN: L (National Pedagogical Institute)

ITE(s): Institut(s) (Institutes of Education)

L: Lycée

LMD: License-Master-Doctorate

M: Municipality

MC: Multiple Choice

MEF: school teacher)

MEN:

MESRS: (Ministry of

Higher Education and Scientific Research)

MFEP: (Ministry of

Vocational Training and Education)

ONAEA: (National Office for

Adult Literacy and Education)

IX ONEC: Office National des Examens et Concours (The National Board of Examinations and

Contests)

ONEF: (National Observatory of

Education and Training)

ONEFD: (National Office

for Education and Distance Learning) ONPS: Office National des Publications Scolaires (National Office for School Publications)

PARE: (Programme

of Support for the Reform of the Algerian Educational System) PCSC: Programme Complémentaire de Soutien à la Croissance Economique (Programme for the Support of Economic Growth)

PEF: teacher)

PES: (secondary school teacher)

RD&D: Research, Development and Diffusion model

SCE: School Council of Education

SD: Standard Deviation

SDC: School Disciplinary Council

SEEDS: Strategic English Educational Development for Schools

SNAPEST: Syndicat National Auto

Technique (National Autonomous Union of Secondary and Technical Education Teachers)

St.: Statement

T: Teacher

TPD: Teacher Professional Development

TOC: Target Oriented Curriculum

UFC: Université de la Formation Continue (University of Continuing Education) X UNEFP: Nationale de l'Education et Formation du Personnel (The National Union of Education and Training Staff)

UNPEF: et de la Formation (National Union

of Education and Training Personnel) USAID: United States Agency for International Development

VET: Vocational Education and Training

Z: Zone

XI

List of Figures

Figure 3.1 Map of Sétif Province 4

Figure 4.1 .

Figure 4.2

Figure 4.3 Number of Pupils

Figure 5.1 6

XII

List of Tables

Table 1.1 Capital Expenditures on Education from 37

Table 1.2 Teacher Training Course Content 53

Table 3.1 Theoretical Position of the Study

Table 3.2 Data 4

Table 3.3 5

Table 4.1

Table 4.2

Table 4.3

Table 4.4 Summary Table Regarding 148

Table 4.5 Relationship between

Table 4.6 50

Table 4.7 Textbooks Organisation and

Table 4.8 Textbooks Physical Features

Table 4.9

Table 4.10

Table 4.11

Table 4.12 Organisational

Table 4.13

Table 4.14

Table 4.15 Number of Training Events Organised 5

Table 4.16 Nature of Training Events Organised

Table 4.17

Table 4.18 Impact of Plenary Sessions

Table 4.19

Table 4.20 7

Table 4.21

Table 4.22

XIII

Table 4.23

Table 4.24 8

Table 4.25 Impact of E-lear

Table 4.26

Table 4.27 Teachers Views on the Idea of their Involvement in Curriculum Development 9

Table 4.28 Benefits of

Table 4.29 -

Table 4.30 60

Table 4.31 Boundaries to

Table 4.32 160

Table 4.33

Table 4.34 Interv

XIV

List of Appendices

Appendix A: Structure of the Algerian School System post to 2003 Appendix B: Structure of the Algerian School System prior to 2003 Appendix C: Central Administration of the Ministry of Education

Appendix D: Teachers Questionnaire

Appendix E: Inspectors Interview Questions

Appendix F: Secondary Schools of Sétif Province XV

Table of Contents

DECLARATION I

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