English Language Teaching And Learning Under The Competency-based Approach Principles In The Algerian High School: Real Hindrances & Possible Solutions

Résumé: For the sake of improving the quality of education in the country, the Ministry of National Education (MNE) in Algeria has launched a new reform in 2003 which was characterised by the adoption of the Competency-based Approach (CBA). The latter necessitates new curricula, syllabi, textbooks, and new teaching materials that have become ready-made for application by the season 2004/2005 under the euphoria of achieving marvellous results which the previous methods/approaches failed to arrive at. Yet, and after almost two decades, the educational environment is still facing serious/complicated obstacles and hurdles that prevent the true implementation of this approach, and therefore failure to realise the desired objectives became apparent in all levels. In this paper, we investigated the nature of some of these hindrances and obstacles that stand as roadblocks against reaching satisfactory results in the Algeria Secondary School, mainly in English language teaching and learning under Competency based Language Teaching principles or CBLT. The research tools including the questionnaire and classroom observation revealed complicated hurdles inside ELT classrooms what pushed to conclude with some suggestions to better the current situation that EFL teachers and learners are concretely witnessing.

Publié dans la revue: الاكاديمية للدراسات الاجتماعية و الانسانية