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Inclusive Education and Learning English as Foreign Language in Algeria: Views from Faculty Members at Abderrahmane Mira University

 

 

Abstract

 

This is an exploratory case study conducted at the faculty of Letters and languages at the University Abderrahmane Mira of Bejaia -Algeria. It examined general education teachers and faculty members’ views concerning inclusive education (IE) in classes of English as a foreign language (EFL) and identified major issues regarding its future development in higher education. The goal of the present study was to reflect on the current status of inclusive education in the Algerian learning environment. To gather data, a semi-structured interview was conducted with teachers and administration members; the interview results were thematically arranged and results were discussed accordingly. The data of the current study revealed that while faculty members believe and support the idea of education for all, EFL teachers have varying perceptions towards inclusion. In light of this, we tend to conclude that material facilities, teacher training, and professional development are fundamental issues that curtailed its full implementation.

Keywords: Algerian learning culture; General education teachers; Higher education; Inclusive education; Teacher Training.

Authors: Rahima Arib  

Doi: https://doi.org/10.47012/jjmll.13.2.9

 

Cited by: Jordan Journal of Modern Languages and Literatures (JJMLL) 2021 13 (2): 339-353

 

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