How Algerian teachers engage with the values embedded across the second-generation curriculum

The study explored the perspectives of Algerian English as a Foreign Language (EFL) Middle School teachers on their perspectives regarding the implementation of values permeating theSecond-Generation curriculum. In Algeria, this is an issue which far has received little attention in the discourse. The Second-Generation curriculum reform has infused values across the national curriculum with the aim of fostering cultural and national ideals and encouraging learning tolerance toward foreign languages and cultures. Focusing on the perspectives of EFL middle school teachers, the study captured how these teachers reflected on their understanding of the national values embedded in the Second-Generation curriculum, how they deliver these values in their teaching and challenges they face when delivering these values in their teaching. This was a qualitative study that adopted mixed method research design. Data was collected from semi-structured interviews with middle schools EFL teachers (n16), and an online survey completed by 64 teachers. The data gathered from the online survey was analysed descriptively.Thematic analysis, using NVIVO12 software were employed for the data gathered through semi-structured interviews. The findings indicated that while Algerian EFL middle schoolteachers had good understanding of the rationale for the values embedded in the Second-Generation curriculum, they were concerned about the introduction of these in the early years of middle school. The findings suggested also that teachers teach these values implicitly, as it is recommended by the stakeholders (educators and policymakers), using different methods for instance, role modelling, storytelling, and vivid examples. Some teachers agreed that this policy of promoting values education was not effectively applied as it was neither examined nor implemented effectively. Thus, this resulted in many limitations. There were also number of challenges that the teachers face during the enactment of the core values, among these challenges is the lack of effective training and lack of teachers’ agency in policy making and curriculum reform. The limitations and challenges resulted in reform failure and teachers resisting the new reform.