• 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9

Soutenances.

  • Doctorat-Anglais-BOUKENTACHE Slimane

    Université d’Alger 2 Faculté des Langues Etrangères Département d’Anglais     -Soutenance de  Doctorat BOUKENTACHE Slimane -Date de la soutenance : 12/06/2019   9h à la salle de projection- Bâtiment B- 2ème étage -Intitulé: Evaluating the Competency-Based EFL Teaching in the Algerian Secondary School Textbooks and Syllabuses -Sous la direction de : Professeur HAMITOUCHE Fatiha -Membres du Jury : Rapporteur : HAMITOUCHE Fatiha, Université Alger2 Président : Prof. Zoulikha BENSAFI, Université Alger2 Membre : Prof. Fatima-Zohra NEDJAI,  ESBA Alger Membre : Dr. Salima MAOUCHE, Université Abd Rahmane Mira, Bejaia Membre :Dr. Samira ARAR, Université Alger 2   Abstract In 2005, the Algerian educational authorities introduced competency-based education (CBE) into secondary school classes as a chief methodological change to promote learner active agency and critical analysis and thinking. However, today these classes do not seem to adhere to this active pedagogy. Thus, this study examines whether the secondary school Algerian English language syllabuses and textbooks actually apply competency-based teaching. More specifically, it evaluates the use of the precepts of the pedagogy of integration in the syllabuses and textbooks.  In so doing, the study identified the objectives of secondary school English language syllabuses and surveyed their attainment. Then, it explored the application of the principles of the pedagogy of integration in the syllabuses and textbooks. Finally, the major impediments to the achievement of the objectives of the syllabuses were examined. The researcher employed a quantitative research design and applied mixed methods for data collection and interpretation. Four research tools (i.e. questionnaire, document analysis, classroom observation, and follow-up interview) were implemented in two secondary schools, pertaining to different socio-economic and geographical milieus. The sampled population amounted to 115 students, 15 teachers, and 6 teacher inspectors. The findings show that the English secondary school syllabuses and textbooks do not fulfill the expected standards. Second, while the syllabuses are approximately in line with the pedagogy of integration, the textbooks seem less aligned with this active pedagogy. Third, large class size, overload of the syllabuses, and lack of adequate teacher training programmes have been found as problematic to the application of the pedagogy of integration in the Algerian foreign language context. A rationale for the design of competency-based syllabuses and textbooks is provided along with a unit sample. For instance, it is suggested stating explicitly the objectives of learning in the syllabuses and the textbooks, indicating precisely the final competencies, and employing competency-based diaries and peer-assessment grids. Consequently, the Algerian education authorities should make the textbooks and the syllabuses more aligned with the fundamental precepts of the pedagogy of integration and address adequately the aforesaid hurdles to reach the competency leaning targets.     في سنة 2005 شرعت الجزائر في تطبيق المقاربة بالكفاءات في الاقسام الثانوية كأهم إجراء منهجي الذي من شانه ان يجعل العملية  التعليمية تتمركز حول المتعلم والاعتماد على التفكير والتحليل النقدي. غير ان الى غاية يومنا هذا لا تزال هذه الأقسام بعيدة  عن جل الأهداف المنشودة. تتمحور هذه الدراسة حول ما اذا كانت المناهج التعليمية و الكتب الدراسية المعتمدة في الطور الثانوي تستجيب حقا لتعاليم منهج المقاربة بالكفاءات كما تقيم مدى تطبيق مبادئ بيداغوجية الادماج في الكتب المدرسية و المقررات الدراسية . قامت الدراسة بتحديد أهداف تعليم اللغة الإنجليزية في المقررات الدراسية للمرحلة الثانوية و مدى تحقيقها, ثم حاولت كشف مدى تطبيق مبادئ بيداغوجية الإدماج في الكتب المدرسية والمقررات الدراسية و قامت بفحص أهم العراقيل التي تعترض تحقيق أهداف البرنامج. ولتحقيق ذلك اعتمد الباحث تصميما كميا من خلال إتباع طرقا مختلفة لجمع وتأويل المعلومات. استخدمت الدراسة أربع وسائل للبحث تتمثل في الاستبيان, تحليل الوثائق ,الملاحظة المباشرة داخل القسم والمقابلة في اثنين من المدارس الثانوية من أوساط اجتماعية و جغرافية مختلفة .وقد بلغت العينة 115  تلميذا, 15 أستاذا , و6 أساتذة مفتشين. وقد بينت النتائج اولا أن برنامج اللغة الإنجليزية في المرحلة الثانية لا يحقق الأهداف المرجوة وأن مستعملي البرنامج لديهم تصورات تختلف عن تلك التي تم تسطيرها في البرنامج. ثانيا, بينما بدت المقررات متناسبة نسبيا مع بيداغوجية الإدماج, بدت الكتب أقل إنسجاما مع هذه البيداغوجية النشيطة ثالثا, اكتظاظ الأقسام, كثافة المقررات, نقص تكوين الأساتذة كانت كلها عوامل أعاقت تطبيق هذه البيداغوجيا في الوسط الجزائري لتعليم اللغات الأجنبية. وبناء على ذلك تقدم الدراسة عدة مقترحات منها استخدام توجيهات واضحة في المقررات والكتب المدرسية, التحديد الدقيق للكفاءات المرجوة , اعتماد  المذكرات, وخريطة الأهداف لتحسين مستوى الأساتذة, الى جانب توضيح مصطلحات بيداغوجية الإدماج. وعليه ينبغي على السلطات التربوية الجزائرية جعل الكتب المدرسية و المقررات الدراسية أكثر مطابقة مع المبادئ الأساسية لبيداغوجية الإدماج ومعالجة العراقيل المذكورة آنفا لبلوغ أهداف الكفاءات التعليمية   Read More
  • 1
  • 2
  • 3
  • 4

Actualités de la faculté

  • 1
  • 2

Demande des Documents (personnel)

"The Balfour Declaration"- What Centenary-POSTPONED

 

 

 

 

“The Balfour Declaration”: What centenary

February 20th & 21st, 2019

 

deadline for submissions: 

September 13, 2018

University of Algiers2, Department of English

contact email: 

This email address is being protected from spambots. You need JavaScript enabled to view it.

“The Balfour Declaration”: What centenary

A two - day symposium at the University of Algiers 2

As we approach the centenary of the ‘Balfour Declaration’ -November 02nd, 1917- and witness the chaos and tragedy in the Middle East, it can be said that the ‘Balfour Declaration’ offered no sense of relief for the Middle East and Palestine, in particular.  The sixty-seven words letter issued by Britain’s Secretary of State  James Arthur Balfour made the Middle East one of the most vulnerable and disturbed regions in the world. With the inevitable disintegration of the Ottoman Empire, new power relations were being established by Britain and France which accelerated their imperial motion to secure what the Ottomans left behind. This coincided with a widespread anti-Semitic spirit in Europe where many Jews had been trying to move to Palestine in waves before the 1920s and 1930s.

        In order to address this notorious Declaration, we propose a debate on the historical, political and geostrategic circumstances that led to the Balfour Declaration, and how practical politics influences the making of Britain’s foreign policy. The Balfour Declaration and its ramifications at the local and global levels could be tackled with reference to a myriad of theoretical frameworks such as the postcolonial/political theory,  new historicism, ethnography, to name but a few.    

     This event will take place on 22nd/23rd November 2018 at the auditorium of the University of Algiers 2. The symposium offers -FLE- and other- students and teachers an opportunity to come together and engage in lively discussion on a variety of topics. We therefore welcome papers which examine the following themes:

Themes

I/ Of ‘The Declaration’:

- The Sykes-Picot Agreement and ‘The declaration’.

- The Balfour Declaration: Its Genesis, Objectives and Corollary.

- The Jewish ‘exodus’ to Palestine: from Conviction to Propaganda.

II/ The Reaction of the West to ‘The Declaration’:

- The British Press, Parties and ‘The Declaration’.

- The French ‘Declaration’.

-France and the Zionist movement.

-The Balfour Declaration: from the Weimar Republic to the Third Reich.

- Nazi Germany and Zionism: the Havaara Agreement.

- Italy and ‘The Declaration’.

- The US reaction to ‘The Declaration’.

- The origins of US support to Zionism.

III/ The Jews and ‘The Declaration:

- The Reaction of the German and Austrian Jews to ‘The Declaration’.

- The Italian Jews and Zionism.

IV/ The Arabs and ‘The Declaration:

- ‘The Declaration’ and its Consequences on the Arab Public Opinion.

- The Arab Political and Popular Responses to the Declaration’.

- The Arab Intellectuals, the Balfour Declaration and the Arab Nationalist Consciousness.

 Scientific Commitee :

Prof. Brahim Mansouri, Prof. Amokrane Saliha, Prof. Abdoun Med Ismail, 

Prof. Djemai Fouad, Dr. Douifi Mohammed, Prof. Amrane Nadjia, Dr. Kheliouati Souad, 

Prof. Abdelfettah Ahcène, Dr Beghoul Rafika, Dr. El Bezzaz Bessam, Prof. Cherefeddine Ahmed,

Dr. Remili Mustapha, Hamlaoui Chaira,  Arab Hassan, Dr. Benali Souad, Ramdani Nordine.

Organizing Committee:

Prof. Brahim Mansouri, Arab Hassan, Prof. Djemai Fouad, Dr. Kaced Assiaa,

Rouabhia Mohamed, Dahmane Leila, Karrah Lamia,  Dr ; Bejaoui Wafa,

Dr. Bestandji Nabila, Boussafi Nawel, Ouanteur Abdelhamid, Nouni Mourad.

=========================================================

IMPORTANT :

The Symposium will be held on 20th and 21st November 2018.

Summaries of the communications (300 words) must be sent before 13th September 2018.

Confirmations of acceptance will be sent by 20th September.

15th October 2018: Candidate should confirm their participation by sending the article for publication

Deadline for submission of the Papers: 02nd November 2018.

 

Proposals for 15-20 minute papers should include the following:

  • Full name and title
  • Institutional affiliation
  • Email address
  • A paper title and abstract of no more than 300 words.
  • Proposals should be sent by 13th September 2018 to This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Candidates should also indicate whether they are current postgraduate students.

 

  • Languages of the symposium: English, French and Arabic
    • A written paper is required from the participants, within a week, after confirmation of acceptance of their papers
     

https://call-for-papers.sas.upenn.edu/cfp/2018/05/31/%E2%80%9Cthe-balfour-declaration%E2%80%9D-what-centenary

Département d'Anglais

  • Anglais-Listes & Emplois du Temps

  • Descriptif du programme des différents masters Anglais

  • 1

Département de français

  • Délib. Master Français (M1+M2:Did;SL; Litt Gen & Comp; Lit & Civ)

  • Délibérations- Français Licence (mise-à-jour L1 26-04-18)

  • Descriptif du programme des différents masters français

  • 1

Département d'Allemand, Espagnole et Italien

  • Planning des examens s1 2017/2018

  • Descriptif de la licence allemand,espagnole, italien 2016-2017

  • Descriptif du programme du master Département d’allemand

  • Descriptif du programme du master Département d’espagnol

  • Descriptif du programme du master Département d’italien

  • 1

ASJP

Contactez nous

Pour toutes vos questions, contactez nous :

  • téléphone: 023180107
  • adresse e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.