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1 TEACHING AND LEARNING IN TUNISIA AFTER THE 2011 REVOLUTION Submitted by Samira Boukadi to the University of Exeter as a thesis for the degree of

DOCTOR OF EDUCATION IN TESOL

October 2013

This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University.

Samyas

5/10/2013

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ACKNOWLEDGMENTS

My deepest gratitude is to my supervisor Dr. Salah Troudi for his invaluable assistance, guidance and most importantly his belief in me. He taught me how to question thoughts, express ideas, and enjoy my EdD journey. I also would like to extend my sincere thanks to Dr. Aidan Smyth for his relentless support and advice throughout my doctoral studies, to Hela Chaabouni Fourati who never ceased to offer her help from halfway across the world and to all my colleagues and friends who contributed enormously to my study. Most importantly, this research would not have been possible without the love of my family to whom this thesis is dedicated: I am forever indebted to my husband, Yassine, and my two children, Amine and Yasmine, for their endless patience, understanding and tremendous help when it was most needed. I would like to express my heartfelt appreciation to my parents, Abdelaziz and Nafissa, for their encouragement and continuous prayers through the difficult years of my study. I owe all these people my eternal love and gratitude. 3

ABSTRACT

Since 1994, various policies and guidelines, pertaining to modifying the language policy in Tunisia have been disseminated. All of these policies highlighted the importance of English as a global language. Despite all these policies and guidelines, the English language is still experiencing problems within schools and society alike. These problems prevent the language from developing and functioning accurately in the country. The actual requirements of English language learning are still not integrated into the general considerations of the political agenda. In order to determine what factors teachers perceive as important with regard to the situation of the English language in Tunisia a combination of qualitative and quantitative research approaches were conducted. The data was gathered by means of an intensive literature study, as well as utilisation of surveys and interviews. After analysing the data, specific conclusions were reached. The findings of my research indicate certain trends, for instance the desires for a better future. Certain recommendations in this regard have been made. Recommendations on how a clear vision could assist with the attainment of the best linguistic situation in Tunisia have also been made. The recommendations with regard to the study could be utilised to support the national educational reform post revolution in Tunisia in order to promote English language teaching and cope with globalization across the world. 4

TABLE OF CONTENTS

ACKNOWLEDGMENTS 2

ABSTRACT 3

LIST OF ACRONYMS 9

LIST OF FIGURES 12

CHAPTER 1: INTRODUCTION 13

PREAMBLE 13

1.1.NATURE OF THE PROBLEM 15

1.2.RATIONALE AND SIGNIFICANCE OF THE STUDY 16

1.3.RESEARCH QUESTIONS 17

1.4.STRUCTURE OF THE THESIS 17

CHAPTER 2: CONTEXT OF THE STUDY 18

INTRODUCTION 18

2.1.THE LINGUISTIC SITUATION IN TUNISIA 19

2.1.1.HISTORICAL PERSPECTIVES 19

2.1.2.SOCIO-CULTURAL PERSPECTIVES 21

2.1.3.SOCIO-ECONOMIC PERSPECTIVES 24

2.1.4.POLITICAL PERSPECTIVES 25

2.1.5.EDUCATIONAL PERSPECTIVES 26

2.1.5.1.LanGUAGES IN THE EDUCATIONAL SYSTEM 29

2.1.5.2.TEFL IN TUNISIAN Education 30

2.1.6.RECENT CHANGES/ FOREIGN AFFAIRS/ PROSPECTIVE CHANGES 31

2.1.7.POPULATION OF THIS STUDY 34

CONCLUSION 35

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CHAPTER 3: LITERATURE REVIEW 36

INTRODUCTION 36

3.1. PART I: A SYNTHESIS OF FOREIGN LANGUAGE LEARNING: 37

3.1.1. MAJOR APPROACHES OF TEFL FROM TRADITIONAL TO CURRENT: 39

3.1.2. Beyond the methods 40

3.1.3. HOW DOES ALL OF THIS LINK TO THE TUNISIAN CONTEXT? 40

3.1.4. TEACHERS ROLES 41

3.2. PART II: PLANNING AND IMPLEMENTING LANGUAGE POLICY 42

3.2.1. THE IMPORTANCE OF ENGLISH 42

3.2.2. GLOBALIZATION 43

3.2.3. NEW APPROACHES TO ENGLISH TEACHING 45

3.2.4. LEARNING PURPOSE 45

3.2.5. LANGUAGE POLICY 46

3.3. PART III: ENGLISH LANGUAGE POLICY AND LANGUAGE USE IN TUNISIA 48

3.3.1. LANGUAGE PRACTICES 48

3.3.2. LANGUAGE BELIEFS AND IDEOLOGY 50

3.3.3. LANGUAGE PLANNING AND MANAGEMENT 51

CHAPTER 4: METHODOLOGY 54

INTRODUCTION 54

4.1.THEORETICAL FRAMEWORK 54

4.2.RESEARCHERS POSITION 56

4.3.EXPLORATORY RESEARCH METHODOLOGY 58

4.4.RESEARCH METHODS 59

4.4.1.QUALITATIVE RESEARCH METHODS 60

4.4.1.1.Creating interview elements 63

4.4.1.2.Interview protocol 64

4.4.2. QUANTITATIVE RESEARCH METHOD: SURVEY 65

4.4.2.1.Creating the survey elements 66

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4.4.2.2.Survey protocol 66

4.5. ETHICAL PROCEDURES 67

4.6. PARTICIPANTS 68

4.7. SAMPLING 69

4.7.1.SAMPLING FOR IN DEPTH INTERVIEWS 70

4.7.2.SAMPLING FOR THE FGI 72

4.7.3.SAMPLING FOR THE SURVEY 73

4.8. VALIDITY AND RELIABILITY 73

4.9. PILOT STUDY 74

4.10.DATA COLLECTION PROCEDURES 76

4.10.1. PHASE 1: FGI 77

4.10.2. PHASE 2: SURVEY 77

4.10.3. PHASE 3: IN DEPTH INTERVIEWS 80

4.11.DATA ANALYSIS 81

4.12.RELIABILITY AND VALIDITY: TRUSTWORTHINESS 84

4.13.CHALLENGES AND LIMITATIONS 85

CHAPTER 5: FINDINGS AND DATA ANALYSIS. 86

INTRODUCTION 87

5.1. PART A: THE STATUS QUO OF TEFL 89

5.1.1.TEFL APPROACHES 89

5.1.1.1.THE LD DAYS APPROACH: 90

HE WAY WE LEARNED ENGRAVED THE ENGLISH WORDS IN OUR MINDS

5.1.1.2.THE EW APPROACH 93

OMMUNICATION IS THE HEART OF ENGLISH CLASSES

5.1.1.3.THE ICK AND CHOOSE APPROACH: 96

E TAKE ΓΩΑίϟ΍ THE BUTTER FROM EACH APPROACH [SIC]

5.1.2.TEACHING RESOURCES 98

99

5.1.2.2.Other Resources 99

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5.1.3. TEACHER TRAINING 106

5.1.3.1. "While studying" 107

5.1.3.2. "While working" 108

5.2. PART B: LP AND THE NATIONAL DEBATE 114

5.2.1.THE STATUS QUO OF LP 114

5.2.2.THE POLITICAL CONTEXT 114

5.2.3.THE GLOBAL CONTEXT 117

5.2.3.1.Foreign interventions 119

5.2.3.2.The Effects of The Technology "boom" 120

5.2.4.THE SOCIAL CONTEXT 121

5.2.4.1.The Administrative level/ in the workplace 121

5.2.4.2.The Socio-economic level 122

5.2.4.3.The Socio-cultural level. 123

5.2.5.THE NATIONAL DEBATE STATE OF THE ART 124

5.2.5.1.The current political discourse 124

5.2.5.2.The social talk 127

5.3. PART C: TEACHERS DESIRES AND EXPECTATIONS 129

5.3.1.IN THE CLASSROOM 129

5.3.2.BEYOND THE CLASSROOM 130

CHAPTER 6: DISCUSSION AND RECOMMENDATIONS 134

INTRODUCTION 134

6.1.IMPLICATIONS 135

6.1.1. DISJUNCTION BETWEEN POLICYMAKERS PRACTICES AND EFL TEACHERS

PERCEPTIONS 135

6.1.1.1.THE STATUS OF THE ENGLISH LANGUAGE 135

6.1.1.2. ARABISATION POLICY 137

6.1.1.3.FOREIGN INTERVENTION IN THE EDUCATIONAL REFORM 142

6.1.2. DESIRED FUTURES 144

6.1.2.1.PROFESSIONAL DEVELOPMENT 144

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6.1.2.2.TEACHER TRAINING PROGRAMS 148

6.1.2.3.EXISTING CURRICULA 150

6.1.3. RECOMMENDATIONS FOR ENGLISH LANGUAGE TEACHING IN TUNISIA 152

CONCLUSION 164

CHAPTER 7: CONCLUSION AND REFLECTION 165

INTRODUCTION 165

7.1. KEY IDEAS EMERGING FROM MY THESIS 165

7.1.1.DISJUNCTION BETWEEN POLICYMAKERS PRACTICES AND EFL TEACHERS

PERCEPTIONS 165

7.1.1.1. THE STATUS OF THE ENGLISH LANGUAGE 166

7.1.1.2. ARABISATION IN EDUCATION 166

7.1.1.3. FOREIGN INTERVENTION IN EDUCATION REFORMS 167

7.1.2.DESIRED FUTURES 167

7.1.2.1. PROFESSIONAL DEVELOPMENT 168

7.1.2.2. TEACHER TRAINING PROGRAMS 168

7.1.2.3. CURRICULA AND LEARNING SKILLS 168

7.2.LIMITATIONS OF MY RESEARCH 169

7.3.THEORETICAL AND PEDAGOGICAL CONTRIBUTIONS OF THE RESEARCH. 169

7.4.FUTURE RESEARCH 171

7.5.REFLECTION ON MY EDD JOURNEY 171

LIST OF APPENDICES 173

APPENDICES 174

BIBLIOGRAPHY 190

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LIST OF ACRONYMS

ALESCO Arab League Educational, Cultural and Scientific Organisation

AR Action Research

BA Bachelor of Arts

CA Classical Arabic

CEFR Common European Framework of Reference for Languages CELTA Certificate of English Language Teaching to Adults

CLT Communicative Language Teaching

CPD Continuous Professional Development

CREFOC

DELTA Diploma of English Language Teaching to Adults

DSTP Draw See Think Plan

EAP English for Academic Purpose

ECSSR The Strategic Center of Strategic Sciences and Research

EdD Doctorate of Education

EFL English as a Foreign Language

EIAL English as an International Auxiliary Language EIIL English as an International or Intra-national Language 10 EILP English as an International Language Pedagogy

ELT English Language Teaching

EMA Euro-Mediterranean Agreement

ESL English as a Second Language

ESP English for Special Purposes

EWL English as a World Language

EWL English as a World Language

FGI Focus-Group Interview

FL Foreign Language

IELTS International English Language Testing System IMEF

L1 First Language

L2 Second Language

LP Language Policy

MoE Ministry of Education

MoU Memorandum of Understanding

MSA Modern Standard Arabic

NPD Ninth Development Plan

PD Professional development

PPP Present, Practice, Produce

PRINCE PRojects IN Controlled Environments

11 SMART SRR Specific, Measurable, Achievable, Realistic, and Timely

Stimulus Response Reinforcement

STP Situation Target Path

TATE Tunisian Association of Teachers of English

TBS Tunis Business School

TD Teacher Development

TEFL Teaching English as a Foreign Language

TESOL Teaching English to speakers of Other Languages

TEYL Teaching English to Young Learners

TOEFL Test Of English as a Foreign Language

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