الدوريات والمجلات الأكاديمية
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Item Advancing English Medium Instruction in Algerian Higher Education: The Effect of Adaptive Pedagogical Strategies on Teacher Academic Performance and Student Engagement(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Maroua RogtiSome teachers may face difficulties in engaging with English Medium Instruction (EMI) courses including the shift from using their native language to run disciplinary courses in English. These issues prompt many scholars to adapt strategies for training and assisting EMI teachers’ performance in EMI courses. The current literature on the training and support of teachers in executing EMI pedagogy has received inadequate attention. The deficiency of research on preparing educators for EMI pedagogy has resulted in a notable gap in the literature. This study aims at examining teachers and students’ common challenges in pursuing EMI courses and their impact on their academic performance and engagement. The study employed a quantitative design with a sample of 14 EMI teachers and 60 undergraduate students enrolled in engineering courses. The design involved conducting pre- and post-test experiments and a self-report questionnaire after engaging in the courses. The participants were divided into a CG =30 and an EG=30 receiving the treatment. Findings indicated that EG students and teachers increased their engagement and academic performance prior to implementing adaptive strategies in EMI courses. Indeed, challenges associated with the EMI courses such as inadequate teaching materials and insufficient classroom interactions decreased only after employing adaptive solutions, including alternative textbooks, selfreflection skills, technological devices, and the first language. Therefore, implementing EMI programs is challenging, necessitating teacher development, institutional support, and effective student self-directed and peer learning strategies. In addition, the adaptive strategies utilized by students and teachers provide insights into how other EMI courses could enhance their adaptation.Item تفعيل دور المؤسسات التربوية للحدّ من تفاقم ظاهرة الانحراف في المجتمع الجزائري(الاسرة والمجتمع-الاسرة و التنمية والوقاية من الانحراف و الاجرام-كلية العلوم الاجتماعية-جامعة الجزائر2 ابو القاسم سعد الله, 2014-01-01) الجوزي خليفاتي, وهيبةThis article deals with the violence manifestations phenomena amid Algerian third-year secondary-school pupils. It is concerned with a quantitative study covering pupils and teachers at the same time. In order to understand the multiplicity of the violent behaviors and analyze the mechanisms that make violence emerge we first, try to measure the impact of this phenomenon on educational acts and the quality of teachings as well. Moreover, we have tried to analyze the social significance related to those violent acts by testing a set of sociological variables such as socio-educational belonging or socializing, knowing that the study is centered on three major elements which are the pupil, the school, and society. من منطلق أنّ مسؤولية التصدي لظاهرة الانحراف في المجتمع الجزائري، بكل أشكاله، أمر تقع مسؤوليته على كاهل جميع أنظمة المجتمع وفي مقدمتها المؤسسات التربوية، فقد تزايدت الدعوة إلى ضرورة قيام المدرسة بدور أكثر فاعلية في مواجهة مشكلة الانحراف ومنها ظاهرة العنف وتعاطي المخدرات في الوسط المدرسي...إلخ. وبناء عليه،فقد قامت العديد من الدول مثل الولايات المتحدة وفرنسا والمملكة المتحدة وأستراليا والفلبين، باستخدام المدرسة سلاحاً ضدّ المخدرات، وذلك من خلال وضع برامج ومشاريع تعليمية تستهدف المكافحة والوقاية؛ بتوظيف جميع الآليات التربوية التعليمية والتعليمية تقي الناشئة من مشكلة تعاطي المخدرات أو التقليل منها في المجتمع الجزائري. Le présent travail s’intéresse aux manifestations des phénomènes de la violence chez les collégiens en Algérie. Il s’agit d’un travail quantitatif qui a touché les élèves et le cadre enseignant. Afin de saisir la diversité des conduites violentes et pour mieux comprendre les mécanismes qui le font émerger, notre étude a, en premier lieu, évoqué l’impact de ce phénomène sur l’acte éducatif et sur la qualité des apprentissages. D’autre part, nous avons essayé d’analyser les significations sociales de ces actes violents en testant un ensemble de variables sociologiques tels que l’appartenance socio-éducative ou la socialisation, sachant que notre étude analytique est centrée sur trois axes fondamentaux, à savoir, l’élève, l’école et la société.