This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings indicate that this textbook sufficiently covers the themes of global citizenship education. However, it requires additions concerning updated trends to face climate change. The textbook activities focus on fostering the four dimensions of global citizenship education competency, with a particular emphasis on productive skills in which the pupils can have their approach to current global issues.   Keywords: Algerian Textbook; EFL; Global citizenship; Global competency; Secondary education.

Success at university requires achieving a high degree; however, after university, it is perceived through the achievement of financial satisfaction. This investigative work examines the students perspectives of their professional careers after graduation from university. Our objective is to see the extent to which students are prepared to insert in the professional life. A questionnaire is used as an instrument in this enquiry to fifty five students at the University of Ibn Khaldoun- Tiaret. The results reveal that students are not fully qualified to take part in the state service and they fear unemployment due to the lack of job opportunities, the latter is believed to be caused by the large number of university graduates. For this, reviewing the admission of students at university is compulsory, that is to say, reducing the number of bachelors by accepting only competent learners and then providing a job opportunity for each graduate respectively on the basis of their potential.DOI:doi.org/10.24071/llt.2019.220101

This work assesses the perspectives of teachers on pupils classroom performance in a foreign language. Its objectives target to discover the challenges that educators face in teaching English. English is a foreign language that teachers encounter difficulties to teach especially to a population whereby their linguistic background does not help in using the language properly. In this prospect, our research questions search for the obstacles that hinder the teachers of English from receiving a positive feedback from their pupils performance. As a research tool, a questionnaire is handed to forty six teachers in Tissemsilt-Algeria. The results exhibit weaknesses in dealing with pupils especially in using the language in an oral or a written task, besides the violent behaviour of males in the classroom which represents a hindrance for educators to manage the classroom, communicate and teach effectively.DOI: 10.24071/llt.2019.220203

Gender imbalance still persists in developing countries in different fields. Education is one of the spaces in which gender imbalance continues to exist in Algeria, in terms of enrolment or achievement. This imbalance will unintentionally raise the issue of differentiation among genders at school. To this end, this research investigates the influence of gender differentiation on male pupils' success in secondary schools. The main objective is to examine to which extent gender bias could have an impact on learners' performance in foreign languages. As research instruments, a questionnaire and an observation are selected. Our sample is comprised of 131 pupils from Mosalaha and 80 pupils from Mohamed Boudhiaf Secondary Schools in the city of Tissemsilt-Algeria-. As for the observation, we have attended 10 English classes. The findings of this study reveal that differentiation exists in EFL classes and male pupils are threatened by the teachers' bias to females because of their number and interest in learning.