A comparison between Barack Obama's and Donald Trump's viws towards minorities / Widad Labgaa

Public ISBD Titre : A comparison between Barack Obama's and Donald Trump's viws towards minorities : Speeck Analysis Type de document : texte manuscrit Auteurs : Widad Labgaa, Auteur ; Djamel Ben Redda, Directeur de thèse Editeur : Laghouat : University Amar Telidji - Department of English Année de publication : 2018 Importance : 78 p. Format : 30 cm Langues : Anglais Catégories : LITTERATURE ET LANGUE ANGLAISE Mots-clés : comparison  barack  obama  donald Trump  viws  minorities  Speeck  Analysis note de thèses : Master . A comparison between Barack Obama's and Donald Trump's viws towards minorities : Speeck Analysis [texte manuscrit] / Widad Labgaa, Auteur ; Djamel Ben Redda, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2018 . - 78 p. ; 30 cm. Langues : Anglais Catégories : LITTERATURE ET LANGUE ANGLAISE Mots-clés : comparison  barack  obama  donald Trump  viws  minorities  Speeck  Analysis note de thèses : Master .

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A Contrastive Analysis of Cultural Content in Third-Year Primary and First-Year Middle school English Textbooks in Algeria / Adel Ladjali

Public ISBD 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)

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Enhancing students’ critical thinking through debates in civilisation class / Lina Kheira Souffi

Public ISBD Titre : Enhancing students’ critical thinking through debates in civilisation class : case study : Master one students of Ammar Thelidji Type de document : texte manuscrit Auteurs : Lina Kheira Souffi, Auteur ; Maroua Bouziani, Auteur ; Djamel Ben Redda, Directeur de thèse Année de publication : 2023 Importance : 76 cm Accompagnement : 1 disque optique numérique (CD-ROM) Note générale : +dspece Langues : Anglais Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Critical  Thinking, Classroom  Debates Résumé : Critical thinking is seen by many scholars and educationalists as the common denominator of success. Critical thinking does not only help students develop strong thinking habits of mind, but also be self-directed learners. To reach this objective, teachers use different methods in classes, however the most recommended one is the class debating. In this research paper, we intend to explore the importance of critical thinking for students and the effects of class debating as a tool in enhancing the students critical thinking skills. To answer our research main questions and due to the actual circumstances of the Covid19, an online questionnaire was administered and sent to a group of master one students consisted of 52 students. Our findings show that the class debate method helps students think in a more logical way and makes them perceive issues and data from different perspectives. The methods that was dealt with in this research were descriptive quantitative and qualitative method. This research attempted to highlight new method which is class debates in teaching civilisation that may be beneficial to help students use and develop their critical thinking note de thèses : Master Degree in civilization and Literature Enhancing students’ critical thinking through debates in civilisation class : case study : Master one students of Ammar Thelidji [texte manuscrit] / Lina Kheira Souffi, Auteur ; Maroua Bouziani, Auteur ; Djamel Ben Redda, Directeur de thèse . - 2023 . - 76 cm + 1 disque optique numérique (CD-ROM). +dspece Langues : Anglais Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Critical  Thinking, Classroom  Debates Résumé : Critical thinking is seen by many scholars and educationalists as the common denominator of success. Critical thinking does not only help students develop strong thinking habits of mind, but also be self-directed learners. To reach this objective, teachers use different methods in classes, however the most recommended one is the class debating. In this research paper, we intend to explore the importance of critical thinking for students and the effects of class debating as a tool in enhancing the students critical thinking skills. To answer our research main questions and due to the actual circumstances of the Covid19, an online questionnaire was administered and sent to a group of master one students consisted of 52 students. Our findings show that the class debate method helps students think in a more logical way and makes them perceive issues and data from different perspectives. The methods that was dealt with in this research were descriptive quantitative and qualitative method. This research attempted to highlight new method which is class debates in teaching civilisation that may be beneficial to help students use and develop their critical thinking note de thèses : Master Degree in civilization and Literature

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Explring learning difficulties in civilisation classes / Mohamed Brahimi

Public ISBD Titre : Explring learning difficulties in civilisation classes : Cas study first year students department of english ,Amar Thelidji -Laghouat Type de document : texte manuscrit Auteurs : Mohamed Brahimi, Auteur ; Djamel Ben Redda, Directeur de thèse Editeur : Laghouat : University Amar Telidji - Department of English Année de publication : 2018. Importance : 76 p. Format : 30 cm Langues : Anglais Catégories : LITTERATURE ET LANGUE ANGLAISE note de thèses : Master Explring learning difficulties in civilisation classes : Cas study first year students department of english ,Amar Thelidji -Laghouat [texte manuscrit] / Mohamed Brahimi, Auteur ; Djamel Ben Redda, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2018. . - 76 p. ; 30 cm. Langues : Anglais Catégories : LITTERATURE ET LANGUE ANGLAISE note de thèses : Master

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Investigating the Algerian National Cultural Representations in the Third-Year Primary Textbook of English « My Book of English » / Abdelkader Hechachna

Public ISBD 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 Education Résumé : 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 Education Résumé : 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

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Needs analysis of oral communicative competence of tour guides / Djamel Ben Redda

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The Effects of Educationale Psychology on Promoting Teaching-Learning Process Within EFL Classroom. / Mohamed Bougaa

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The power of literary works in teaching English to EFL classrooms / Lobna Meriem Hadji

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