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Éditeur Faculty Of Letters And Foreign Languages Department Of Letters And English
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School Leadership and Management in the Era of Artificial Intelligence (AI) / Ben Fettacha, Seddam
Titre : School Leadership and Management in the Era of Artificial Intelligence (AI) : The Case Study of Tahiri Dahman Secondary School -Messaad Type de document : document multimédia Auteurs : Ben Fettacha, Seddam, Auteur ; Houda Boumédiène, Directeur de thèse Editeur : Faculty Of Letters And Foreign Languages Department Of Letters And English Année de publication : 2025 Importance : 64 p. Accompagnement : CD Langues : Anglais Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Leadership Management Artificial Intelligence Résumé : This study aims to shed light on the role of artificial intelligence in supporting school leadership and management, the challenges facing leaders, and the prospects offered by artificial intelligence in the field of education, particularly in secondary schools, as a foundation for undergraduate and graduate studies. In recent years, technology, particularly artificial intelligence, has begun to enter various fields, including education. Although this technology has become increasingly used in some countries, its application in Algerian schools remains very limited. A questionnaire was adopted within an interview with a sample of 20 participants randomly chosen, including principals, deputy principals, and teachers working in secondary schools in the delegated province of Messaad as they represent a real-life educational environment facing the daily challenges of school management. The results showed that most participants knew AI only by name, without using it in their work. In Messaad high schools, manual methods are still used to record absences and organize schedules, and the internet is not always available. However, some Messaad principals expressed interest in these technologies during interviews and said they would be willing to try them if training and support were available from official bodies. An analysis of the responses revealed that AI can provide practical solutions to daily administrative problems but requires infrastructure and ongoing training. Finally, the study recommends providing training courses on AI for school principals and improving work methods within institutions, so that educational institutions can keep pace with national and global technological developments note de thèses : Master in ELT School Leadership and Management in the Era of Artificial Intelligence (AI) : The Case Study of Tahiri Dahman Secondary School -Messaad [document multimédia] / Ben Fettacha, Seddam, Auteur ; Houda Boumédiène, Directeur de thèse . - [S.l.] : Faculty Of Letters And Foreign Languages Department Of Letters And English, 2025 . - 64 p. + CD.
Langues : Anglais
Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Leadership Management Artificial Intelligence Résumé : This study aims to shed light on the role of artificial intelligence in supporting school leadership and management, the challenges facing leaders, and the prospects offered by artificial intelligence in the field of education, particularly in secondary schools, as a foundation for undergraduate and graduate studies. In recent years, technology, particularly artificial intelligence, has begun to enter various fields, including education. Although this technology has become increasingly used in some countries, its application in Algerian schools remains very limited. A questionnaire was adopted within an interview with a sample of 20 participants randomly chosen, including principals, deputy principals, and teachers working in secondary schools in the delegated province of Messaad as they represent a real-life educational environment facing the daily challenges of school management. The results showed that most participants knew AI only by name, without using it in their work. In Messaad high schools, manual methods are still used to record absences and organize schedules, and the internet is not always available. However, some Messaad principals expressed interest in these technologies during interviews and said they would be willing to try them if training and support were available from official bodies. An analysis of the responses revealed that AI can provide practical solutions to daily administrative problems but requires infrastructure and ongoing training. Finally, the study recommends providing training courses on AI for school principals and improving work methods within institutions, so that educational institutions can keep pace with national and global technological developments note de thèses : Master in ELT Réservation
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Code-barres Cote Support Localisation Section Disponibilité Thlg 20.517 Thlg 20.517 CD BIBLIOTHEQUE DES LITTERATURES ET LANGUES Lettres et langue anglaises (bll) Disponible Self-discovery and Identity in Matt Haig’s The Midnight Library (2020): A Psychoanalytical Study / Zerarka,Wiam Nour Elhouda
Titre : Self-discovery and Identity in Matt Haig’s The Midnight Library (2020): A Psychoanalytical Study Type de document : document multimédia Auteurs : Zerarka,Wiam Nour Elhouda, Auteur ; Mohamed Naoumi, Directeur de thèse Editeur : Faculty Of Letters And Foreign Languages Department Of Letters And English Année de publication : 2025 Importance : 46 p. Accompagnement : CD Langues : Anglais Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Postmodernism skepticism fluidity self self-discovery identity fragmentation intertextuality Résumé : In today’s world, filled with skepticism and emotional struggle, postmodern literature has become a reflective mirror of the chaos of the human life. This dissertation explores Matt Haig’s The Midnight Library (2020), a contemporary British novel that traces Nora Seed’s journey through many possible versions of her life. Haig, through his narrative, investigates the critical journey towards the exploration of the self. This piece of art captures the protagonist’s struggles to make sense of herself and existence in a world of endless choices. The objectives of this dissertation are to elucidate how the novel embodies the psychological needs through Self Determination Theory (SDT), focusing on Nora’s journey that seems to embody autonomy, competence, and relatedness. It explores how postmodern narrative techniques, such us fragmentation and intertextuality, support the illustration of identity as fragmented. Through a qualitative analytical approach, this study reveals how Nora Seed’s identity evolves in fragmented realities, paying attention to postmodern techniques and Self Determination Theory. The findings demonstrate that The Midnight Library shows identity not as fixed but as a fluid and fragmented construct influenced by the fulfillment of intrinsic psychological needs. This work concludes that Self-Determination Theory and postmodern elements offer new perspectives
of understanding the selfnote de thèses : Master literature and civilization Self-discovery and Identity in Matt Haig’s The Midnight Library (2020): A Psychoanalytical Study [document multimédia] / Zerarka,Wiam Nour Elhouda, Auteur ; Mohamed Naoumi, Directeur de thèse . - [S.l.] : Faculty Of Letters And Foreign Languages Department Of Letters And English, 2025 . - 46 p. + CD.
Langues : Anglais
Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Postmodernism skepticism fluidity self self-discovery identity fragmentation intertextuality Résumé : In today’s world, filled with skepticism and emotional struggle, postmodern literature has become a reflective mirror of the chaos of the human life. This dissertation explores Matt Haig’s The Midnight Library (2020), a contemporary British novel that traces Nora Seed’s journey through many possible versions of her life. Haig, through his narrative, investigates the critical journey towards the exploration of the self. This piece of art captures the protagonist’s struggles to make sense of herself and existence in a world of endless choices. The objectives of this dissertation are to elucidate how the novel embodies the psychological needs through Self Determination Theory (SDT), focusing on Nora’s journey that seems to embody autonomy, competence, and relatedness. It explores how postmodern narrative techniques, such us fragmentation and intertextuality, support the illustration of identity as fragmented. Through a qualitative analytical approach, this study reveals how Nora Seed’s identity evolves in fragmented realities, paying attention to postmodern techniques and Self Determination Theory. The findings demonstrate that The Midnight Library shows identity not as fixed but as a fluid and fragmented construct influenced by the fulfillment of intrinsic psychological needs. This work concludes that Self-Determination Theory and postmodern elements offer new perspectives
of understanding the selfnote de thèses : Master literature and civilization Réservation
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Code-barres Cote Support Localisation Section Disponibilité Thlg 20.518 Thlg 20.518 CD BIBLIOTHEQUE DES LITTERATURES ET LANGUES Lettres et langue anglaises (bll) Disponible Investigating the Algerian National Cultural Representations in the Third-Year Primary Textbook of English « My Book of English » / Abdelkader Hechachna
Titre : Investigating the Algerian National Cultural Representations in the Third-Year Primary Textbook of English « My Book of English » Type de document : document multimédia Auteurs : Abdelkader Hechachna, Auteur ; Djamel Ben Redda, Directeur de thèse Editeur : Faculty Of Letters And Foreign Languages Department Of Letters And English Année de publication : 2025 Importance : 74 p. Accompagnement : CD Langues : Anglais Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Cultural Representation – EFL Textbooks – National Identity – Intercultural
Awareness – Algerian Primary EducationRésumé : This study investigates the cultural representation embedded in My Book of English, the officially prescribed English language textbook for third-year primary learners in Algeria. Grounded in a mixed-methods approach that combines qualitative content analysis of the textbook with a questionnaire administered to primary school teachers, the research evaluates the extent to which Algerian cultural symbols, traditions and diverse identities are incorporated and how these elements align with the ideological and pedagogical objectives outlined in the national didactic guide. The findings reveal a selective and superficial inclusion of cultural content, with notable omissions of regional diversity and traditional practices particularly Amazigh heritage and major Algerian festivities. Teacher responses further stress concerns regarding the lack of intercultural depth and national representativeness in the material. The study concludes that while My Book of English reflects certain national educational policy aims, it falls short of fostering an inclusive and critically aware cultural framework. Accordingly, the dissertation calls for curricular reform that not only affirms national identity but also cultivates intercultural competence in young Algerian learners note de thèses : Master Degree in Didactics Investigating the Algerian National Cultural Representations in the Third-Year Primary Textbook of English « My Book of English » [document multimédia] / Abdelkader Hechachna, Auteur ; Djamel Ben Redda, Directeur de thèse . - [S.l.] : Faculty Of Letters And Foreign Languages Department Of Letters And English, 2025 . - 74 p. + CD.
Langues : Anglais
Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Cultural Representation – EFL Textbooks – National Identity – Intercultural
Awareness – Algerian Primary EducationRésumé : This study investigates the cultural representation embedded in My Book of English, the officially prescribed English language textbook for third-year primary learners in Algeria. Grounded in a mixed-methods approach that combines qualitative content analysis of the textbook with a questionnaire administered to primary school teachers, the research evaluates the extent to which Algerian cultural symbols, traditions and diverse identities are incorporated and how these elements align with the ideological and pedagogical objectives outlined in the national didactic guide. The findings reveal a selective and superficial inclusion of cultural content, with notable omissions of regional diversity and traditional practices particularly Amazigh heritage and major Algerian festivities. Teacher responses further stress concerns regarding the lack of intercultural depth and national representativeness in the material. The study concludes that while My Book of English reflects certain national educational policy aims, it falls short of fostering an inclusive and critically aware cultural framework. Accordingly, the dissertation calls for curricular reform that not only affirms national identity but also cultivates intercultural competence in young Algerian learners note de thèses : Master Degree in Didactics Réservation
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Code-barres Cote Support Localisation Section Disponibilité Thlg 20.519 Thlg 20.519 CD BIBLIOTHEQUE DES LITTERATURES ET LANGUES Lettres et langue anglaises (bll) Disponible A Contrastive Analysis of Cultural Content in Third-Year Primary and First-Year Middle school English Textbooks in Algeria / Adel Ladjali
Titre : A Contrastive Analysis of Cultural Content in Third-Year Primary and First-Year Middle school English Textbooks in Algeria Type de document : document multimédia Auteurs : Adel Ladjali, Auteur ; Djamel Ben Redda, Directeur de thèse Editeur : Faculty Of Letters And Foreign Languages Department Of Letters And English Année de publication : 2025 Importance : 90 p. Accompagnement : cd Langues : Anglais Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Textbook Culture Big "C" and Small "c" culture, Cortazzi and Jin Framework Résumé : This study investigates the cultural content of two English language textbooks used in Algerian schools: the third-year primary textbook and the first-year middle school textbook. The research was supported by recent educational reforms that introduced English at the primary level for the first time in Algeria. Through a contrastive analysis, the study aims to compare how culture is presented in both textbooks. The approach used combined qualitative and quantitative methods, with content analysis as the main tool. The analysis was guided by two key frameworks: Cortazzi and Jin’s (1999) model, which classifies culture into local, target, and international categories; and the Big “C” / Small “c” culture model, which distinguishes between formal cultural knowledge and everyday cultural practices. Finally, the findings reveal that both textbooks emphasize local culture, with the primary textbook showing a stronger focus. Additionally, both books present a balanced representation of Big “C” and small “c” culture, covering a wide range of cultural themes. These results offer important insights into how English language materials in Algeria promote cultural awareness and support intercultural competence in young learners note de thèses : Degree in English Language Teaching (ELT) A Contrastive Analysis of Cultural Content in Third-Year Primary and First-Year Middle school English Textbooks in Algeria [document multimédia] / Adel Ladjali, Auteur ; Djamel Ben Redda, Directeur de thèse . - [S.l.] : Faculty Of Letters And Foreign Languages Department Of Letters And English, 2025 . - 90 p. + cd.
Langues : Anglais
Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Textbook Culture Big "C" and Small "c" culture, Cortazzi and Jin Framework Résumé : This study investigates the cultural content of two English language textbooks used in Algerian schools: the third-year primary textbook and the first-year middle school textbook. The research was supported by recent educational reforms that introduced English at the primary level for the first time in Algeria. Through a contrastive analysis, the study aims to compare how culture is presented in both textbooks. The approach used combined qualitative and quantitative methods, with content analysis as the main tool. The analysis was guided by two key frameworks: Cortazzi and Jin’s (1999) model, which classifies culture into local, target, and international categories; and the Big “C” / Small “c” culture model, which distinguishes between formal cultural knowledge and everyday cultural practices. Finally, the findings reveal that both textbooks emphasize local culture, with the primary textbook showing a stronger focus. Additionally, both books present a balanced representation of Big “C” and small “c” culture, covering a wide range of cultural themes. These results offer important insights into how English language materials in Algeria promote cultural awareness and support intercultural competence in young learners note de thèses : Degree in English Language Teaching (ELT) Réservation
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Code-barres Cote Support Localisation Section Disponibilité Thlg 20.520 Thlg 20.520 CD BIBLIOTHEQUE DES LITTERATURES ET LANGUES Lettres et langue anglaises (bll) Disponible Hybridity and the New African Diaspora: A Feminist Reading of Chimamanda Ngozi Adichie’s Americanah / Katiba Djafri
Titre : Hybridity and the New African Diaspora: A Feminist Reading of Chimamanda Ngozi Adichie’s Americanah Type de document : document multimédia Auteurs : Katiba Djafri, Auteur ; Djihed Cheraifia, Directeur de thèse Editeur : Faculty Of Letters And Foreign Languages Department Of Letters And English Année de publication : 2025 Importance : 36 p. Accompagnement : CD Langues : Anglais Catégories : THESES :20 Langue et litterature anglaise Mots-clés : African Diaspora Assimilation Cultural Hybridity Feminism Globalization Identity Americanah Résumé : With the rise of globalization, African migration to the West has produced a new type of diaspora, the New African Diaspora. While deeply rooted in economic pursuit or political reasons, the New African Diasporic narratives navigate new perspectives that focus on the individual migration experience that is characterized by the exploration of the self, hybrid identity formation, assimilation challenges, and personal ambitions. Chimamanda Ngozi Adichie, a Nigerian author, captures the complexities of the migration experience within the context of globalization, gender, and the new African diaspora in her novel Americanah. In Americanah, Adichie challenges conventional African diasporic narratives by positioning love as a central motive for migration. At the same time, she explores how Globalization, gender, and pressures of integration shape both male and female migrant experiences and identity formation. This dissertation explores the intersection of globalization, postcolonialism, and feminism by conducting an interdisciplinary study of Americanah. It aims to understand how gender influences the female and male migration experience in the West and investigate how globalization, and the struggle between cultural preservation and assimilation shape hybrid identities among African migrants in Americanah. Through literary analysis, the dissertation concludes that identity in the age of globalization is fluid, hybrid, and deeply influenced by gender and assimilation pressures. The dissertation contributes to feminist diaspora studies and deepens the understanding of African literature in a globalized context. note de thèses : Master in cvilization and literature Hybridity and the New African Diaspora: A Feminist Reading of Chimamanda Ngozi Adichie’s Americanah [document multimédia] / Katiba Djafri, Auteur ; Djihed Cheraifia, Directeur de thèse . - [S.l.] : Faculty Of Letters And Foreign Languages Department Of Letters And English, 2025 . - 36 p. + CD.
Langues : Anglais
Catégories : THESES :20 Langue et litterature anglaise Mots-clés : African Diaspora Assimilation Cultural Hybridity Feminism Globalization Identity Americanah Résumé : With the rise of globalization, African migration to the West has produced a new type of diaspora, the New African Diaspora. While deeply rooted in economic pursuit or political reasons, the New African Diasporic narratives navigate new perspectives that focus on the individual migration experience that is characterized by the exploration of the self, hybrid identity formation, assimilation challenges, and personal ambitions. Chimamanda Ngozi Adichie, a Nigerian author, captures the complexities of the migration experience within the context of globalization, gender, and the new African diaspora in her novel Americanah. In Americanah, Adichie challenges conventional African diasporic narratives by positioning love as a central motive for migration. At the same time, she explores how Globalization, gender, and pressures of integration shape both male and female migrant experiences and identity formation. This dissertation explores the intersection of globalization, postcolonialism, and feminism by conducting an interdisciplinary study of Americanah. It aims to understand how gender influences the female and male migration experience in the West and investigate how globalization, and the struggle between cultural preservation and assimilation shape hybrid identities among African migrants in Americanah. Through literary analysis, the dissertation concludes that identity in the age of globalization is fluid, hybrid, and deeply influenced by gender and assimilation pressures. The dissertation contributes to feminist diaspora studies and deepens the understanding of African literature in a globalized context. note de thèses : Master in cvilization and literature Réservation
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Code-barres Cote Support Localisation Section Disponibilité Thlg 20.521 Thlg 20.521 CD BIBLIOTHEQUE DES LITTERATURES ET LANGUES Lettres et langue anglaises (bll) Disponible