Intercultural Citizenship Education, Cultural Identity, And English Language Education In Algeria: A Critical Analysis Of The Fourth-year Middle School English Textbook
Auteurs : Dahou Fatima Nor El Houda . Beghdadi Farouk .
Résumé
In the context of education in the globalised world, and in consideration of the status of English language as the world’s lingua franca, the present study explores the Algerian Fourth-Year Middle School English textbook. As a case study, it sheds light on how intercultural citizenship values are adopted in the Algerian EFL curriculum. The textbook is approached as an educational instrument, extending beyond its function as a tool for language instruction. The investigation adopts a qualitative Critical Discourse Analysis approach informed by Byram’s model of Intercultural Citizenship Education. The findings reveal that the textbook thoroughly integrates ICE-related values and objectives. However, these are consistently intertwined with the curriculum’s concern with preventing cultural alienation and safeguarding the younger generation’s attachment to national identity. The study concludes that the textbook develops a context-sensitive model of intercultural citizenship education in which openness to the exterior world is balanced with the meticulous care to protect local cultural values.
Mots clés
Intercultural Citizenship Education ; Algeria ; EFL Textbook ; National Identity ; Critical Discourse Analysis
