The algerian second generation program consequences on the learner-centred approach : The algerian second generation program consequences on the learner-centred approach : a comparative textbooks analysis

Abstract EN

In order to make learners at the centre of teaching/learning process, curricula designers are required to replace more weight on the role of students.

Accordingly, this paper reports on the consequences that the Algerian Second Generation EFL program has had on the Learner-Centred Approach at the middle school level.

This approach was implemented with the educational reform initiated in 2003.

Based on the statement “les réformes de 2eme génération apportent des améliorations aux programmes actuels” issued by Farid Benramdane, a member of the national commission of programs, it was hypothesized that the reform of 2016 is aimed at fostering autonomous learning.

To test this hypothesis, the old and new middle school 1st year EFL textbooks analysis then comparison as a method was followed.

The tackled textbooks were scrutinized on the basis of an evaluative framework rests on Nunan‟s (2003) paradigm which includes nine steps from dependence to autonomy.

The obtained results indicated that both textbooks fail to encourage learner autonomy.

This suggests that the new EFL program has brought no change upon the Learner-Centred Approach through the textbook.

Relying on the overall findings, some recommendations were provided.