Tunisian teachers’ perceptions of the compulsory English education, language policies, and the future of TEFL : An interview study

Ayed, Wijdene (2021) Tunisian teachers’ perceptions of the compulsory English education, language policies, and the future of TEFL : An interview study. In: Doktoranduszok tanulmányai az alkalmazott nyelvészet köréből 2021. Nyelvtudományi Kutatóközpont, Budapest, pp. 47-79. ISBN 9789639074941

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Abstract

To bridge the gap between education policies and teaching practices and based on Spolsky’s (2004) framework of language education, this research aims to look at teachers’ knowledge about English language policies, as well as their perceptions and dispositions toward English education curricula, approaches, and the future of TEFL in the Republic of Tunisia. As this is a qualitative investigation, a group of 12 Tunisian English language teachers working in Tunisian public schools were interviewed online. The analysis of the results is based on the interpretivism research paradigm as data was thematically coded and interpreted. Conclusions were drawn upon the analysis of the transcripts’ emerging themes. Although the findings showed a striking misunderstanding of the notion of language policy, there is an interesting and enriching difference in the perception of the official curriculum, TEFL approaches, and planning strategies employed by the teachers. The results suggest that, for an effective and successful learning environment, it should be up to the teachers to decide whether to strictly follow official documents or to strategically plan what is suitable and productive for their students. The relevance of this study lies in the fact that such research has not been carried out in the Tunisian context, unlike internationally.

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