Investigating English Literature Teaching in Algerian Higher Educational Institutions

Abstract

This study explores the teaching and learning of English literature in higher educational institutions in Algeria, focusing on two universities and two higher colleges for teachers. It examines teachers' and students' views on literary texts in the Algerian context, the purposes of introducing English literature, and the methods teachers employ in literature classes. A qualitative case study methodology was used to achieve the study's aims and address the research questions by working with ten teachers and their students across Algerian institutions. The data was generated through a series of semi-structured interviews with teachers, focus groups with students, and a series of recorded teaching observations. The findings reveal diverse perspectives among teachers and students on what constitutes a literary text, emphasising its evocative, representational, linguistic, and moral aspects. The study also highlights the complex interplay between teachers' personal preferences and institutional directives in text selection, underscoring literature's role in cultural awareness, personal growth, and linguistic proficiency. Methodologically, this qualitative research fills a significant gap in the literature by providing in-depth insights into the experiences and views of Algerian literature teachers and students. Theoretically, it contributes to understanding literariness in an EFL context, linking it to moral values and cultural representation. The study employs Rosenblatt’s transactional theory, offering a nuanced view of teaching practices and pedagogical approaches in Algerian higher education. The study provides valuable recommendations for policymakers, suggesting the need for updated teaching guidelines, enhanced communication between teachers and students, and the establishment of a feedback cycle to improve teaching practices.