Teaching Reading Strategies and Skills in the Algerian Middle School: The Case of Tizi-Ouzou
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Date
2009-05
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Mouloud MAMMERI University of Tizi-Ouzou Faculty of Letters and Humanities
Abstract
This dissertation addresses the issue of reading strategies instruction in the Algerian
Middle School in the light of the ‘Interactive Approach’ to reading. It examines the middle
school syllabuses, the reading activities suggested in the textbooks together with the teachers’
reading instruction practices, using analytic categories from formal research. Specifically, it
seeks to determine whether reading strategies instruction is integrated within English
Language Teaching programmes so that learners could develop appropriate reading strategies.
Accordingly, the study conducted is a ‘context evaluation’; a study technique aiming to
improve a programme by evaluating its strengths and weaknesses. The final results of the
study reveal that many underlying factors contribute to the inappropriate reading strategies
instruction in the Middle School. First, the Algerian Middle School syllabuses do not provide
the teachers with some instructional hints concerning reading strategies instruction. Second,
some weaknesses of the reading activities provided in the textbooks are noted. Finally, the
teachers are not appropriately prepared to adopt the new teaching paradigms grounded in the
educational philosophy of the recent educational reform. Accordingly, the work ends with
some suggestions and recommendations that are likely to improve reading strategies
instruction in the Algerian Middle School.
Description
135p.:ill;30cm.(+cd)+Appendixes
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Didactics