Passerelle
Volume 14, Numéro 2, Pages 303-326
2025-12-22

Language Attitudes And Multilingual Realities In Algerian Higher Education: Pedagogical Practices And Policy Reflections



Authors : Rabahi Hanane . Makhlouf Abdelkader .

Abstract

Algeria's multilingual campus bears witness to a striated history of globalization, Arabization, and colonialism, where Modern Standard Arabic, French, and English follow each other in turn in the world of academics as well as society. On the basis of recent empirical studies and theoretical contributions (Belmihoub, 2018; Bouhmama & Dendane, 2018; Maraf, 2024; Karabenick & Noda, 2004; Chakrani, 2017), this article explores how the attitudes of Algerian university teachers and students towards language influence teaching practices and equitable instruction. Studies report a systematic tension between the institutional language policy and students' social linguistic experiences, e.g., a lack of consistency in the languages used at various levels of education, politicization of language use, and the omission of practices of accommodation such as translanguaging. Though students and teachers prefer multilingualism and communicative teaching approaches, however, institutional supportlessness and inflexibility of policy typically do not allow their effective implementation. The study recommends reflective teacher training, translanguaging-focused curricula, and bridging policy connecting official multilingualism with classroom practices. These efforts form the core of constructing language equity and pedagogical inclusion in Algerian higher education.

Keywords

language attitudes ; Algeria ; higher education ; pedagogical practices ; multilingual policy

Les articles similaires

Glocalised Policy Analysis Of English-medium Instruction In Algerian Higher Education: Balancing Global Aspirations And Local Realities

Rouaghe Fouzia .  Assassi Tarek .  Mobina Rahnama . 
pages 198-211.

Code-switching In The Middle School Ef Classes: The Case Study Of The First Year Learners Must It Be Perceived As An Asset To Ease Or As A Constraint To Obstruct Foreign Language Learning? (1) 1 - Efl: English As A Foreign Language /ell: English Language Learning/ 1fl1: Foreign Language 1/fl2: Foreign Language 2 / L: Learner/ Ls: Learners/ Mt: Mother Tongue/ T: Teacher/ Tie: Technological Institute Of Education/ Tl: Target Language.

Ammar Benabed .  Victor Segalen . 
pages 13-30.

The Discrepancy Between The Algerian Language Policy In Higher Education And Science Students’ Attitudes Towards English

Mekroud Bilal . 
pages 83-119.

‘emization’ Of The Teaching Practices In Algerian Higher Education: Challenges And Pedagogical Readiness

Mouas Samia . 
pages 01-20.

Pedagogical Innovation In Algerian Higher Education: A Comparative Approach To Institutional And Teaching Practices

Haroun Zineb . 
pages 236-259.

Formats de citation