The Needs and Attitudes of Disciplinary-Based Teachers in the Pursuit of an English Language Reform in Algerian Higher Education
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Abstract
Future change is urged by the Algerian Higher Education and Scientific Research. This includes introducing English as a language of instruction at the tertiary level due to the critical importance of this target as a language of science and technology. The purpose of this study is to investigate how university teachers perceive this shift and its primary potentials, attitudes, and needs. To this end, an exploratory case study was conducted with 66 disciplinary teachers and 4 administrative responsible from the University of Tlemcen and the Higher School of Management. The data collection was conducted using a questionnaire and semi-structured interview. Results revealed that this current reform would be of great benefit to the Algerian university and scientific research, as most of the teachers expressed their positive attitude due to the various opportunities and benefits it would create for the teacher as a researcher.
Keywords: Algerian education; language reform; needs, teachers’ attitudes.
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