The Implementation Of The Learner-centered Teaching Strategies In Algerian Middle Schools: A Case Study

Résumé: The purpose of this research is to check the use of learner-centered teaching strategies in Algerian middle schools. It examines the extent to which the learner-centered approach is implemented in English language classes and the main obstacles faced by teachers. We relied on classroom observation and interviews to fulfill our investigation that took place in two middle schools namely Yahi Belaid middle school and Ameur Amar middle school. In order to analyze the collected data, we have made use of a qualitative research method to meet the objectives of this research which are merely evaluative. Accordingly, to discuss the outcomes of both classroom observation and the interview, we have used Weimer’s five key changes to practice and the principles developed by the Educational Broadcasting Corporation in the workshop entitled “Constructivism as a Paradigm for Teaching and Learning”. The results obtained in this investigation demonstrate that the implementation of the learner-centered approach in the Algerian middle schools has not reached its full development as the influence of the traditional ways of teaching still prevails. On the one hand, all the observations show that Algerian middle school classes are still dominated by the traditional teacher-centered ways of teaching despite MS English language teachers’ efforts to shift to the learner-centered approach. On the other hand, the results of the interview reveal that there are different obstacles that prevent the good implementation of this new approach. It can then be considered therefore that despite the launching of the learner-centered approach two decades ago, it still needs adjustments and encouragement.

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