Gifted Education in Algeria: Challenges and Reforms

https://doi.org/10.32996/ijllt.2020.3.10.13

Authors

Keywords:

Gifted learners, Algeria, EFL classroom, personalized learning, grade skipping.

Abstract

One of the most powerful aspects EFL teachers need to take into consideration is to meet the learning needs of all learners without exception. In Algeria, EFL teachers face the challenge of identifying, understanding, and coping with the exceptional needs of gifted learners (GLs) at middle schools. This genre of learners who demonstrate high abilities and special cognitive and intellectual qualifications need particular care and guidance from their teachers at school. Hence, the aim of this work is to see how the general education English teacher identifies, understands and deals with GLs in the Algerian EFL classroom. The purpose is to shed light on the qualities of GLs, the challenges they encounter inside the English session in addition to the mistakes committed by teachers when treating this kind of learners. The sample of this work is composed of 20 Algerian middle school teachers who had the experience of teaching GLs in their classes. Data were collected by means of a questionnaire and participant observation. The findings of the study show to what extent grade skipping, outdoor education and personalized learning (among other suggestions) can serve as effective methods to cope with the unique capabilities of GLs as well as to help them achieve their full potential and improve their academic performance more and more.

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Published

2020-10-30

How to Cite

HEBBALI , F. Z. . (2020). Gifted Education in Algeria: Challenges and Reforms . International Journal of Linguistics, Literature and Translation, 3(10), 110-114. https://doi.org/10.32996/ijllt.2020.3.10.13