Language teaching policy: General English and English for Specific Purposes

Abstract

This study explores Algeria’s teaching policy concerning foreign languages, particularly French and English, within its educational system. Recognizing the critical role of languages in national development, Algeria has positioned French as the first foreign language to facilitate communication with the West and access technological advancements, while English serves as a second foreign language, mainly for business and professional communication through English for Specific Purposes (ESP). Despite these efforts, challenges persist in English language instruction, particularly in pronunciation, grammar, and vocabulary acquisition, as well as in the distinction between spoken and written English. Employing a descriptive research methodology, this study examines the historical trajectory of foreign language education in Algeria post-independence, with a focus on the current state of English language teaching. A case study was conducted on ESP learners at the University of Mascara to assess instructional effectiveness. Findings indicate that ESP instructors often lack specialization in the field, and learners’ specific needs are largely overlooked. Consequently, this research highlights the necessity of targeted pedagogical strategies and specialized training for ESP instructors to enhance learning outcomes. The study concludes with recommendations to improve English language teaching at the university level, emphasizing the need for an informed, needs-based approach to ESP instruction in Algeria.

Keywords:   General English; languages; specific English; teaching policy