مجلة النص

From Structural Co-location To Curriculum Integration: Teachers' Perspectives On The Linguistics And Phonetics Module At Batna 2 University

Auteurs : Harroug Dhikra .

Résumé

This qualitative case study examines the relationship between Linguistics and Phonetics within a combined module in the English Language Department at Batna 2 University, Algeria. Drawing on analysis of the official syllabus and semi-structured interviews with eight university EFL teachers, the study investigates the module’s structural organization, curricular coherence, and pedagogical implementation. The findings suggest that the module achieves structural co-location but provides limited explicit connection among learning outcomes, content sequencing, classroom activities, and assessment. Teachers recognized the theoretical complementarity of Linguistics and Phonetics but identified content density, limited teaching time, students’ compartmentalized learning, and separate assessment practices as major barriers to integration.

Mots clés

Curriculum integration ; EFL higher education ; Linguistics ; Phonetics ; teachers’ perspectives