Exploring A Context Sensitive Project Work For The Algerian Efl Classes: The Case Of First-year Secondary School

Abstract

Project work has been introduced within the frame of the Algerian competency teaching as a tool for applying the newly acquired knowledge and skills in a concrete manner. However, it seems that this activity is underexploited in both the Algerian middle and secondary school English language classes. This study intends to promote a context sensitive methodology for teaching and learning through project work in the Algerian English language classes. After analyzing the existing projects in the middle and secondary school textbooks through a content analysis grid, a sample innovative project plan for the first-year secondary school textbook is devised and applied. This novel project plan involves, for instance, using explicit guidance in the textbooks, placing the project plan at the onset of the unit, and presenting the project end product. The evaluation of this project through classroom observation and students’ diaries shows that this innovative instructional device allows learners to apply affectively the learned language items, interact in the target language, and get familiar with the objectives of the unit. Consequently, this study suggests for the Algerian syllabus designers, textbook authors, and teachers to orchestrate project work carefully in the Algerian English language teaching/learning context.