الممارسات اللّغويّة
Volume 17, Numéro 1, Pages 716-731
2026-06-01
Teaching English To Science Students In Algeria: Challenges, Needs, And Curriculum Recommendations
Authors : Boudjemaa Kaouther .
Abstract
English is the third language in Algeria after Arabic and Tamazight (as national languages) and French (as the first foreign language or the second language). It gained this position because of its implementation in the Algerian educational system after two main stages of Only Arabic then a Mixture of Arabic and French. It was chosen by policymakers and the Algerian people due to its universality and dominant use in several fields around the world including science and technology. The integration of the English language did not take place successfully which resulted in many gaps in most students' knowledge of English whether at the end of secondary education or university studies. In order to teach and/or learn English effectively, the English curriculum should be designed according to learners' needs. PhD science students -as a case study- have specific needs concerning English in their studies and professional lives including reading and writing articles, participating in forums, submitting to international journals, etc. Those needs represent the gap between the requirements of their career as learners or professionals and the knowledge they actually had in school or university. This study aims at identifying this gap and identify the students' difficulties. It also attempts to suggest possible, practical solutions to fill in this gap and overcome these difficulties. It is hoped that the data gathered in this work may help improve and adapt the way English is taught in the Algerian universities for science branches in particular. The content of the English curriculum should be revised taking the learners' real needs into consideration.
Keywords
English in Algeria ; English for Science and Technology ; Learners' needs ; the English course
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