EXPLORING PROJECT-BASED APPROACH Through FIRST YEAR SECONDARY SCHOOL TEXT BOOK 'AT THE CROSSROADS ' in the ALGERIAN TEACHING ENVIRONMENT

Abstract

The present work represents an attempt to investigate the implementation of Project- Based Approach in the Algerian Secondary School syllabus and their corresponding textbook, namely:” At the Crossroads”. It strives to find whether this text book of the first year secondary school, issued within the framework of the recent reform of the Educational System, favor the integration of the pedagogy of the project into English Language Teaching. To this end, we have first conducted a thorough description of the syllabus with mentioning the principles of the project-based syllabus proposed by Finch (2008), Nunan and others. And Dubin’s and Olshtain’s framework for the components of the language syllabus that they offered in their book bearing the title:” Course Design: Developing Programmes and Materials for Language Learning” (1986). We are describing the textbook with mentioning Fredricka L. Stoller’s model (1997) for the completion of project work in the language classroom. For the sake of collecting more information about the issue addressed in this study, we have adopted a questionnaire as a research tool. Although some drawbacks are noticed, our research findings reveal that the conception of teaching/learning proposed in the textbook and in the syllabus flesh out and give prominence to Project-Based Instruction.