A Historical Analysis of Colonial and Postcolonial Language Policy in Algeria: Challenges and Prospects

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Coloniality of Language Education, Curriculum, and Pedagogy (Table 7)

Abstract

This paper uncovers the political motivations and sociolinguistic realities shaping language policy in Algeria through a critical review of literature, educational reforms, and sociolinguistic data. It focuses on Algeria’s colonial and post-colonial language policies, tracing their evolution from the French colonial period to the early 2020s. In so doing, it analyzes the impact of these policies on the Algerian identity and education system, highlighting key historical phases including the recent shift towards English language instruction. The paper proceeds with a discussion of the potential of Global Citizenship Education (GCE) as a framework for the recognition of Algeria’s multicultural and multilingual identities. The findings offer language educators and researchers insights on promoting equity, diversity, and inclusion in education.

Authors

• Fadhila Hadjeris, University of California - Los Angeles

• Mehdi Lazar, TBS Education