Teaching Grammar within the CBA

Holding a recent coordination meeting with colleagues at our school, teachers raised an interesting point about teaching grammar within the CBA. Teachers claimed that teaching inductive grammar to students who have undergone reform seems to be most appropriate. Yet, dealing with grammar as such differs from one teacher to another. While some prefer getting students to rely on their own competencies in answering grammar desk questions and referring to the grammar refrence for more understanding of the point before moving to practice, other teachers see that it would be more convenient to lead students slowly dealing with the pattern, i.e. going through presentation throughout practice tasks that enable students to deduce a reminder on their own. What led us to raise the point to ELTAlgeria is the fact that we found that many other teachers do share the same diverging points of view.

C.Boukhiar

Reform in Education: A Challenge

The world is witnessing a great change as we are living in the information age. A country that doesn’t cope with this change could be left behind if it does not modernize the education system. This information age will not only allow stakeholders to prepare a knowledgeable and well-trained workforce, but form the good citizens as well.
So, reform in education is vital as it plays a central role in the development of a society. Education is critical to a nation’s growth because it develops the minds of the young to be useful citizens. It must include teaching the young how to think for themselves and to have confidence in their knowledge, and how to be tolerant and open-minded. These students are to be accompanied with highly motivated teachers who are well-versed in communication. These teachers must be kept abreast with new teaching methodologies through research, self-education, training and continued learning, which become integral parts of the school reform.
One has to be aware that reform in education is not an easy task; it is, however, a long-term process that requires focused objectives, perseverance in their implementation and the application of the knowledge gained from the experience of others, if necessary. There is no shame to incorporate foreign practices if the benefit is resulted from it.
There is also no shame if weaknesses are discovered. It is, I believe, a sign of strength to admit that three or four years of school reform have not achieved the assigned objectives. In this situation, one has to consider critics and reports to learn how to implement the reform in the most efficient way involving the contribution of the experts in the field. In collaboration, these experts will revise and update the teaching-learning materials. Any problem in the school reform needs to be remedied starting at the very beginning, particularly when it relates to the future of a nation.
It is imperative for a nation, trying to implement a school reform, to learn from these significant lessons in order to pave the way for the new generation to reach the dream of a better future and contribute to modern civilization.

M.Louznadji

Back to School

After a 'quiet' summer, the alarm bell announcing that first day of school can be a rude or a happy awakening. Whether you are a new or experienced teacher, heading back to school signals a time of transition: new students, new colleagues, new schedules, new syllabus as well as new official instructions. This new professional scene can make you feel either excited or stressful, or both at the same time.
' Dread it or love it ', we have to go to school and try to make, right from the beginning, a kind of transition from summer to school a little easier.
What is your biggest Back to School hurdle? What solutions work for you?

Baccalaureate 2008

We have just finished correcting the English Baccalaureate papers, and I'd like to congratulate all the teachers of English who have participated in the correction phase on their excellent work.Let me wish you 'NICE HOLIDAYS'.
Louznadji

Assessment for Learning

“In the first years of the implementation of the reform, teachers are confronted with very complex and challenging tasks. They have to teach and at the same time learn what and how to teach at a rapid rate. They are not only trying to discover the new language outcomes, but also to apply the new approach and strategies. In addition, they are refining and adapting their teaching practices through continuous reflection, assessment and learning over time. Moreover, assessing their own performance will help them know better the effectiveness of their teaching practices. They need these first years to improve and become the knowledgeable educators we expect them to be.”

Mr.Louznadji, Algerian Inspector General of English .