Croyances des Enseignants sur le Nouveau Programme de Langues Etrangères en Algérie: Une Etude Qualitative [ Teachers ’ Beliefs about the New Foreign Language Curriculum in Algeria: A Qualitative Study]

Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT: Recent political and economic developments in Algeria led to educational reforms. This article reports on a qualitative study that explored the beliefs of French and English teachers on a new curriculum that was introduced in Algeria. The results indicate that there is a mismatch between the teachers ' beliefs and the innovation. The study explored the factors that underpinned this incompatibility from a socio-political perspective. As a conclusion, it is argued that the beliefs of the participants had not in fact been challenged before the implementation of the new curriculum. It is suggested that training which encourages reflective practice must be given priority. It is also recommended that policy makers and teachers should strive to promote dialogue in order to improve the education situation in Algeria