مجلة البحوث التربوية والتعليمية
Volume 3, Numéro 5, Pages 1-10
Authors : Dehbia Gaoua .
The Algerian Ecole Normale Superieure (ENS) English department trains students for five years and awards them the degree of Teacher of English as a foreign Language (TEFL).The Algerian ENS has fulfilled this role, but to some extent is it practical to continue teaching English without regard to developmental issues. Thus, EDP comes to revitalize and re-adjust the curriculum in terms the learners’ awareness about the issues and the problems related to the development of their communities as the society at large. Contrary to what we see in the usual ENS curriculum which is based on how to teach or learn how to become a teacher. In EDP, teaching English is not viewed as a mere tool to help learners cope with their working environment, but rather as a way of enabling them to grasp the relevant issues of their community and foster its development ( Gueye,1990:249). To trace an outline for our objective, which is to show how can EDP meet the demands of our modern world and break the limited frame of workplace, some related and leading questions are to be set including the following: ? 1-Does the ENS English curriculum serve the needs of development? 2-how about our graduates, are they able to integrate their gained knowledge everywhere (like enterprises, companies….) apart from those workplaces like secondary, middle…schools 3- Do teachers nowadays, really, need to consider English as a key that will give them access to science, technology and world culture? 4- what needs to be done to the traditional ENS English curriculum to make it more relevant to our development needs?
ENS: Ecole Normale Superieure TEFL: Teacher of English as a foreign Language EDP: English for Developmental Purposes