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Browsing scientific publication and books by Author "Abderrazak Beddiaf"

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    Intercultural sensitivity of English language teachers in Algeria
    (Cogent - education, 2022) Abderrazak Beddiaf
    Abstract: This paper examines English as a foreign language (EFL) teachers’ intercultural sensitivity (IS) in Algeria. Specifically, it investigates IS level and demographic differences among EFL teachers. Data is gathered quantitatively from a sample of 182 Algerian EFL teachers from middle schools, secondary schools, and universities. Chen and Starosa’s (2000) intercultural sensitivity scale (ISS) is used for data collection. Data entry was carried out with the use of Statistics Packages for the Social Sciences (SPSS) software version 23. The analysis of the results has put forward some interesting findings. The results demonstrate that among the components of IS the mean value of interaction engagement is the highest, respect for other cultures is the second highest, whereas interaction confidence, interaction enjoyment and interaction attentiveness are relatively the lowest. The findings show significant differences among female and male teachers in the interaction enjoyment dimension, i.e., female EFL teachers have more interaction enjoyment than male teachers. However, the study reveals no significant differences among
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    Reflections on the Linguistic Landscape and the Prospects of English Language Teaching in Algeria
    (HAL open science, 2022) Abderrazak Beddiaf
    Abstract: The paper is bi-pillared: first is an allowance for the Algerian sociolinguistic panorama; then follows an account for the status of English in the Algerian sphere of schooling. Education, history, geography and ethnicity are the four quintessential factors underlying the Algerian involved linguistic situation. As a meeting ground for a multiplicity of tongues, Algeria is by and large regarded as an intricate plurilingual country. Indeed, plurilingualism, in the Algerian context, is organized in essence around three linguistic spheres consisting of Arabic (with its two varieties), Tamazight and foreign languages. The other pillar upon which rests the present paper concerns the status and image of English as a foreign language in didactic subjects, i.e. teaching/learning English in Algeria, and more specifically in its consideration of added value. The effort lies in tracking down whether this state could have taken a place of choice (privileged) as a whole with reference to its teaching/learning within the contextualized linguistic chessboard. The idea of the didactic dimension of English clarifies its weight and sheds light on academic conceptions installed in Algeria.