The Issue of Dyslexic Pupils in the Algerian Classroom

Abstract

Teaching/ learning process is extremely complex in nature. Many scholars from various disciplines contributed to this process’s improvement and development. Mainly in educational psychology; a sub-discipline of Applied Linguistics: a field of study in which the main concern is solving problems related to language. The present research paper deals with the issue of the appropriateness of the Algerian primary school classroom for pupils suffering from learning disorders and difficulties, precisely Dyslexia. We aim to investigate, throughout this paper, the situation of dyslexic pupils in the Algerian primary school classroom, in terms of their interaction with their teachers and peers. Therefore, we chose to utilize a triangular approach in order to achieve the drawn objectives, mixing both quantitative and qualitative methods. An interview is conducted with speech therapists in order to detect whether there is coordination between them and the primary school teacher. Moreover, questionnaires are submitted to primary school teachers so that we can test their awareness towards dyslexic pupils in their classes. Furthermore, a classroom observation is conducted at the level of second year pupils at “Madrasat al Banine” primary school in order to observe the situation of Dyslexic pupils in the Algerian context the results were that there is a certain degree of awareness of the issues of learning disabilities, however they are not handled appropriately enough. To conclude, we attempt to address an issue that is widely neglected by Algerian teachers and syllabus designers, thereby educational psychology in general and learning disorders specifically are areas that need serious consideration by Algerian researcher