Teacher-student Interaction In Efl Classroom In The Algerian Secondary School

Résumé: Gender in teacher-learner interaction has become an important topic of research. The purpose of this study is to analyse gender bias in the teacher-learner interaction inside EFL classroom in the Algerian secondary school. The sample consisted of 300 students and 15 English teachers who were observed and interviewed to explore teachers’ perception of gender and the attitudes they hold towards gender. Findings revealed that gender bias can be found in teacher-student interaction in the classroom despite teachers positive attitudes of gender. EFL teachers believe that students knowledge, personality and classroom participation are factors that affect teacher-student interaction regardless any gender consideration. Teachers should be conscious of their interactions with students regarding gender to deconstruct all sorts of gender bias inside classroom.

Publié dans la revue: مجلة العلوم الانسانية لجامعة أم البواقي