التعليمية
Volume 15, Numéro 3, Pages 1060-1069
2025-12-26
From Generic Task To Cultural Practice: Appropriating The Cefr For Efl Pedagogy In An Algerian Ceil
Authors : Maatar Souad .
Abstract
In the intensive language teaching centers of Algerian universities (CEILs), the Common European Framework of Reference (CEFR) is widely used, yet its standard commercial implementation often creates a profound cultural disconnect that in turn leaves learners unengaged and their identities sidelined. To address this challenge, this paper argues that the solution is not to discard this global framework, but to critically appropriate it through a culturally responsive pedagogy. Specifically, we present a comprehensive framework that systematically rebuilds General English instruction by grounding it in the Algerian sociolinguistic context. The model's three core components—a thematically redesigned syllabus, the transformation of generic tasks into authentic cultural practices, and an adapted assessment model that values pragmatic competence—work in synergy to foster genuine learner investment. By doing so, the framework moves beyond simple motivation to allow students to negotiate their identities in English, an approach that aligns with a decolonial turn in applied linguistics. Ultimately, illustrated through a detailed analysis of culturally appropriated tasks, this paper provides a practical blueprint for CEILs to transform their classrooms into more equitable, effective, and identity-affirming spaces for language learning.
Keywords
CEFR, Culturally Responsive Pedagogy, EFL in Algeria, CEIL, Learner Identity
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