The Teaching of Literatures in English VII
The Case of Algerian Universities
Issue?
How is knowledge in literature transmitted?
What are the didactic parameters that
determine the particularity of its transmission? Which kind of policy dictates that transmission? What are the characteristics of the Algerian
University Context?
Literature lectures: three antagonistic alternatives The profile of graduation and post-
graduation→ Quantity
The programme of the Ministry of Higher
Education→ Quantity
The Student’s career worries→ Efficiency
(Lakhdar Barka,
1990)
On the need to depict three profiles The TEACHER→ Who is he?
The INSTITUTION→ What
does it aim at?
The STUDENT→
Teachers’
Profile
1970s till mid 1980s→ A Quality-oriented system
(graduation + sophisticated post-graduate degrees)
BUT.
From (1971 to 1974)→ The first ‘Reforms’ at
university
↓
Pedagogical Divergence
↓
lecturer vs. students and programmes
Two Philosophies behind Quality
The licence ‘Ancien Régime’
Rooted in the French system of education
Gave more weight to
The knowledge of the FL;
- civilization
-culture
-history of ideas….
Unconscious process of comparative and contrastive cultural anthropology ↓
Licence des Belles Lettres
Quality as a criterion
The highly specialised post-graduate training
↓
the acquisition of an indepth knowledge in a particular field
↓
antagonizes with the rather shallow initiation level the institution requires from him.
The Institution: New Targets
Quantity→ More teachers needed for the
Secondary schools
Utility→ English is a means to have access to documents especially in Science and
Technology( the Market’s requirement)
BUT.
- The same infrastructure
- The same staf
- The same equipment…..
Number of undergraduate students in Algerian universities: available at www.triplehelix5.com.
1960
1970
1980
1990
2000
2001
2004
1137
12243
57445
18135
0
46608
4
55280
4
70000
0
Syllabus: Major drawbacks
No synchronic neither diachronic completion
No coherent continuum in
Issue?
How is knowledge in literature transmitted?
What are the didactic parameters that
determine the particularity of its transmission? Which kind of policy dictates that transmission? What are the characteristics of the Algerian
University Context?
Literature lectures: three antagonistic alternatives The profile of graduation and post-
graduation→ Quantity
The programme of the Ministry of Higher
Education→ Quantity
The Student’s career worries→ Efficiency
(Lakhdar Barka,
1990)
On the need to depict three profiles The TEACHER→ Who is he?
The INSTITUTION→ What
does it aim at?
The STUDENT→
Teachers’
Profile
1970s till mid 1980s→ A Quality-oriented system
(graduation + sophisticated post-graduate degrees)
BUT.
From (1971 to 1974)→ The first ‘Reforms’ at
university
↓
Pedagogical Divergence
↓
lecturer vs. students and programmes
Two Philosophies behind Quality
The licence ‘Ancien Régime’
Rooted in the French system of education
Gave more weight to
The knowledge of the FL;
- civilization
-culture
-history of ideas….
Unconscious process of comparative and contrastive cultural anthropology ↓
Licence des Belles Lettres
Quality as a criterion
The highly specialised post-graduate training
↓
the acquisition of an indepth knowledge in a particular field
↓
antagonizes with the rather shallow initiation level the institution requires from him.
The Institution: New Targets
Quantity→ More teachers needed for the
Secondary schools
Utility→ English is a means to have access to documents especially in Science and
Technology( the Market’s requirement)
BUT.
- The same infrastructure
- The same staf
- The same equipment…..
Number of undergraduate students in Algerian universities: available at www.triplehelix5.com.
1960
1970
1980
1990
2000
2001
2004
1137
12243
57445
18135
0
46608
4
55280
4
70000
0
Syllabus: Major drawbacks
No synchronic neither diachronic completion
No coherent continuum in