2.

1 introduction
Foreign investment is prioritized in Algeria's globalization progress as the
national state run economy higher up the usefulness for language in trade.So the
election of the Department of economics to take charge of this study seems
convenient.
ESP courses in Algeria are in the adultery level with so many gaol orientations
to achieve in the case of English as a language of international commerce, science ,
technological progression and studying after graduation. Hence, these latter
become the corner stones in developing certain protocols that would meet specific
academic or occupational goals. However, despite the considerable efforts and
time provided in this studies, the outcome is still to reach satisfaction.
This chapter in particular will unfold the detailed description of ESP's courses in
El Maghreb area and more specifically in Algeria for EFl students as we would
dive deep into the courses origins and discover the affective contextual variables
for EFl teaching/learning situation.

2.2 English in the Arab world

As known, the world is ruled by its greatest nation incarnated in the USA, so its
language (English) without a doubt, would become of high class as it is regarded as
the most taught foreign language on the planet. Hence, it sort of took all categories
in the Arabic world including communication, technology and education, economy
and banking systems, and trade. It got improved after the invasion of Iraq the
second Gulf War . In this latter’s area, the language is gaining more efficiency and
usage and even out shining the native one. At this time , both Kuwaiti and
Jordanian governments decided to teach English for children of 6_7 of age.
Moreover, bigger colleges and universities and institutions across the UAE, Qatar
and Oman are fasten the pace into a more structured English teaching programs.
Although, the French language is the second ground base in most of Maghreb
countries such as Tunisia, Morocco and Algeria. Yet English. Has been calling.
Deep. Regardless of the former’s domination, switching attention to it. Because of
a considerable amount of development. In communication technology and science.
That needed. A unified international language. Which become to be known as the
linguae Franca( English).
2.3 ESP In The Maghreb scene
The ascending of ESP courses came as a result of the higher privilege that the
English language has in being World Wide anchor. As it is the number one mean
of computer software, research making and business and management, plus
Intermediating in traffic control and publication. To sum up, it is recognized as an
instrument for accomplished academic and occupational aims.

Like other countries. The Maghreb (Arabs) tried to make good use of their
conscious attempts to make English then key role in both education and
communication. Nonetheless, the outcome of a GP. Has been so insufficient. Due
to the lack. Of specifity In different specialties, such as science and technology.
And that Learners in the higher level. Encounters. Hardship in processing different
information regarding English.
9
In this vein. Tunisia hosted the Hammamet conference which emphasized on the
Indispensable role of English in the 3 neighbours’ tertiary level students(Tunisia,
Algeria and Morocco). Despite being newly freed from the French domination, the
ones in concern spotlighted the inevitable indulgence of English in science and
technology stating that technical articles should be specific (ESP).
The results of this conference was that for reaching the proficiency state in
English language teaching, a demand of a fulfilment of a unique and exclusive
programmes that meet the needs of higher level students either business like or
economical with the need for the already mentioned countries to build Internships
with natives.
2.3.1 ESP in Tunisia
As mentioned above, English in Tunisia is considered as the 2nd language and it’s
part of the curriculum at the adultery level in which ESP courses are available in
some universities and institutions primarily in management, law and medicine,
adding to some occupational fields such as banks and armies . So one may say that
it is provided for both professional and educational purposes as Tunisia doesn’t
have it tool of instruction.
 In 1987, the Tunisian government outlined curricula which support foreign
language competency and computer literacy and that came at a certain period
where BENALI in 2000 made radical economic changes in the country. The
required management and computer skills pushed the civilians to prop these
decisions so that they can be taught English evening classes.
In 1983 , an ESP project was created to mould the courses’ basics and to
strengthen its teachers position. It is the combination of the Tunisian government
and the UK framework passing by the ODA ( overseas administration
development) and took place at the “ Institut Bourguiba des langues vivantes “ at
the university of Tunis which included all advanced level students. Two British
advisors have been appointed, as the first became the whole project leader and the
second weren’t South of the country to supervise the programs in concern in
January 1992 .
Accordingly, the project had two advisors which means two resources of
information for upcoming teachers and a national seminar that consists of ESP and
TEFL works which were shortly accumulated in the Tunisia ESP NEWSLETTER.
In the end, Tunisian's scholarships for both themes were held for the UK, as the
IBLV became a liberated department within the same institution that serves ESP
And applied linguistics teaching for students in 1995.
A year later, the focus were on English instruction in basic education as it
evolved to both vocational and higher education. All of the early mentioned were
established and organized by the IBLV and given to the population for a
considerable fee.
Since September 2000, English became so evident in both professional and
academic goals, as the IBLV and other British and US agencies began to spread
such education and offered so many opportunities just for their citizens to reach
proficiency and effective level in the language and hence catch the globalization
train.

2.3.2 ESP in Morocco

Interestingly, English isn’t the main instrument in Morocco, yet the advanced
level learners demanded the reading to be in the former, leading to the easier
extraction of scientific and technical data. That’s why, numerous specialists and
institutions dealing with technical English can be found in Morocco to prompt such
teaching. However, many attempts failed to present cognate courses and thus no
program has been made in these institutions since most of the teachers are
expertized in humanities but they get paid for working part time. Nonetheless, and
with the help of American agencies, some organizations tried to create suitable
programs for the students needs which fit primarily the political economy of the
country, given that they are supplied at the basic level in places like The National
Phosphates company (OCP) , the bank of Morocco, the higher Institute of Tourism
in Tangier and others like king Hassan II Institute of Agronomy and veterinary
medicine.
Students to be enabled to read both reports and manuals, in order to to talk and
implement business and transactions outside of Morocco, was the beginning of an
ESP planning, as lots of learners were opened to study abroad in the same files at
different US and UK universities akin to the treaty made between the university of
Minnesota and king Hassan II Institute of agronomy and Veterinary medicine.
To be informed about the evolution of ESP in the country, professor Melouk
whom is an ESP teacher in the Institute of Rabat has been handpicked and emailed
continuously , and he stated that the progress is better than it was a decade ago. In
addition to the education aims, ESP attained other occupational goals like airlines
hostesses and tourism as well as other institutions which are involved in computing
management and commerce. Nevertheless, the work is still conducted by normal
english teachers, so one may say that the systematic nature of the courses in all
Maghreb areas is still questioned.

2.5 The Algerian ESP Project Background

In 1993 ,Osman Bencherif, the national coordinator of the Algerian universities
ESP project announced in the ESP Maghreb conference , that his country’s work
rooted in 1987 with ties between the ministry of higher education and some British
universities including Glasgow and UMIST ( University of Manchester, Institute of
science and technology) , Leeds, Sheffield ,Nottingham and Salford. These
agreements carried out that postgraduate students would be transferred into these
universities in exchange for these latter to take charge of developing the magister
and doctoral level particularly in the fields of ST. As each of the 6 universities is to
be interrelated with an Algerian one just like the following:
  USTO (university des sciences et technologie d'Oran) with the university of
Nottingham to establish electronic needs
 University of Blida with Salford university in “gneie mechanique” issues
 INELEC(Institute National d'Electricité et d'Electronique) with university of
Sheffield to take charge of electricity, electronics and elctro-technics
 University of Constantine with the university of Glasgow in computing
purposes

The aim of this connections was to establish the agreement of British

universities and Algerian postgraduate students and to join supervisors in research,
as 3 ESP centres were placed in Oran, Algiers and Constantine which were shortly
supplied by the British Council with the essential materials to perform important
activities. They operated firstly in February 1988.
2.1.5 Genesis of the ESP centres
For compiling more information about the ESP centres, the director of the one in
Oran professor Milliani Mohammed,made an semi Structured interview aiming for
these two issues :
 Having additional information about the ESP project
 More data about the former and the functions of its centres
The basis of choosing such interview was that the details of the ESP project in
Algeria remained absent from ELT files, as the efforts made by the director
granted us access to the “cahier de charges “ in which specifications that lawmake
the project procedures and its working conditions. The semi structured interview
was made for permitting the interviewee to be flexible and have more control over
the ones in concern. It included futuristic ideas and not preordained questions, as
the topics and themes played a huge part in the interview making. Numerous
elements were described in the interview, as like Cohen and Manion (1985)
declared:
 Briefing and explanation where the research had to explain both natural and
purpose of both the research and interview and how data is to be used
 Variety of diverse questions to be employed to motivate participants to share
there own experiences and thoughts
All in all, the questions aimed at gaining info about :
 1- Major objectives of the ESP centres
2- Capacities and realisations of these centres
3- Centres contribution in promoting scientific research
4- The legalization of ESP centres
5- The collaboration of ESP centres in task organization
6- Teaching activities in these centres
7- The actual standing of these centres
The data were collected by note taking and qualitatively analysed just to dodge
any problems or questions. The product procured is explained in the beneath.

2.6.1 The Major Objectives of The ESP Centres

The centres had only 3 main targets in the 2 years period:
 The first one was designed to provide ESP courses for postgraduate and PhD
Algeria students destined to be teachers in the level of the UK
 Developing an ESP professional advisory service for advanced facilities in
the West, central and east of the country where the 3 mentioned centre are to
back up these separate unit in accomplishing the desired goals , keeping
connections with UK universities
 Pleasing pedagogic already operated local staff by granting English teaching
at the Magister level so that learners have access to scientific information.
This duty would even consist of Algerian PhD teachers whom got their
degree from Anglo Saxon places. The centres are to draw the acceptable
circumstances for these teachers to do seminars regarding their work area
utilizing the English language.
2.6.2 Teachers' Training
The 3 centres ought to guarantee an adequate training for teachers who are
predicted to pass their lectures at different Algerian institutions for both
professional and educational purposes. The chart included the tasks and
programs listed below:
a- Both Oran and Algiers centres organized a conference for teachers once every
month, while the Constantine one failed to do so due to the late arrival of the
British advisers
b- The pedagogic staff to supervise seminars and workshops, just to enhance
teachers’ proficiency
c- The centres are to assist the pedagogic staff whom parley with British
universities. The tasks helped students access the available British lectures
and a list of books in the same language, so that teachers who gained training
in the USA and UK wee able to establish a positive transmission of beneficial
knowledge to their learners.

This medium sized goal was to uphold post graduate teachers which
qualify Algeria to make greater use of its human power with some foreign
interference to the stock of fitting educational and concrete profitable
materials rather than being struck with scholarships.

2.6.3 Capacities of the Centres and Realisations

The ESP centres are like libraries of books as it provides huge resources of
information for both TEFL and applied linguistics' postgraduate students, as
they are open along side their teachers to numerous literacy materials that create
a bond between the centres themselves and the original facility. However, 4
Algerian staff teachers set a separate PhDs with Aston in Birmingham
university, leading them to perform in both their institutions and the centres in
where they developed further. In spring 1991, and at the level of the
Newsletter, a scientific examination showed up containing a group of articles
and conferences prepared by the institution's pedagogic staff.

2.6.4 Legal Status of The ESP Centres

Regardless of how crucial and important ESP centres proved to be, there was
no legalization as it remained under the oversight of the Centre of
Enseignement Intensif des langues (CEIL). With no intention at first to fix the
situation, significant problems were shortly appeared at the level of the
administration, so the ministry had to solve this as soon as possible.
Nevertheless, taking into account that the ESP centres are to set a special kind
of training provided by the ties to foreign universities, they ought to be beneath
the supervision of “vice Recteurs “ whom are responsible for the post
graduation and world wide connections, said professor Milliani due to the
cooperation between universities. This recipe could endure both educational
and financial freedom for the centres, as well as sufficient performance of the
designed activities and tasks. This contemporary form used by the ESP centres’
pedagogic staff would be a bigger scope of information for the pair 1st and 2nd
language in Algeria.

2.6.5 Collaboration between the ESP Centres

The 3 operated centres are supposed to collaborate, declared professor
Miliani, as the centres were officially legal, the following points were to be
taken into regard :
a- The presence of three regional coordinators in charge of each centre , and
they need to co work with the pedagogic staff to ensure annual work
schedules and all tasks in the centres
b- The other regional coordinators would be synchronized by one ruling
national one who would pass the finalization of the centres to the ministry

In addition to that, the ESP adviser was to be based in Oran university, as he

was amenable for the ESP unit’s promotion of its courses in the Western
Algerian. Professional lead and course design as well as handpicked
materials for ESP teachers in ELT methodology, was all to be predicted
from him, as the end product of his acts were involving the following:
a- The teaching and advising for both organization and management of
ESP courses provided for postgraduate Oran university’s students
b- Academic purposes advices for students who shall complete their
studies in the UK
c- Six hours per week teaching schedule at max
d- Improving the links to bigger institutions in the region to guarantee
professional guidance in managing and developing the ESP programs
e- ESP units resources including libraries, seminars ,budget and
equipment
f- Advising the training staff and research members in both countries
(UK and Algeria)
g- Helping the English department to improve their magister's ESP
elements on applied linguistics
h- Advertising continuously the project’s ESP advisory services and its
ties to the Recteur, vice Recteurs , Deans and teachers in the area
i- Advising the host university department to develop a pilot scheme for
enhancing an ESP programme for the non university sectors
j- The participation and coordination of meetings and attending it by
each ESP group member
k- Talks about the prices of inputs of training, books and equipment
required for an ESP unit
l- Expend and hold the project accounts and pass out future plans and
project progression reports to the assistant of the British Council in
Algiers and that’s twice Annually
Other 2 advisers were ought to be in Constantine and Blida and they
had to comply with the same respective work specifications and work
in parallel and in unity.

2 . 7 Teaching Activities in ESP Centres

The three centres already outfitted were running a pre experience
ESP courses in Algeria. By 1990, about 75% of the participants have
achieved the proficient level after 30 weeks of hard work ,and were
able to study perfectly in one of Britain’s six host universities. In
1993, the centres were able to work out semi and intensive EST
courses in different branches for science and engineering students.
The teaching staff were composed of English language teaching for
officials (ELTO) and a cluster of UK trained Algerian ones.
Meanwhile, three already packed with all the necessary
documentation of ESP and ELT kind of centres were made to adept
itself with students desiring anglophone training. The magister
students were then prioritize with partnership with UK institutions.
The designed tasks were utilized to interact with the target setting
and had a remarkable effects that was beyond the limits of the
department context. It involved the navigation of a severe ESP
courses for magister students of ESE with support to the educational
staff in the operations, leading to specific seminars and courses
conducted not only buy Salford's teachers, but with USA and UK
Algerian trainees that hold a PhD. These activities assisted
postgraduate students to use the target language and to have more
sufficient scientific level and skills through the British universities’
input. However, the results of the first year covered specifity for pair
teachers/learners , allowing them to accomplish certain specific aims.

2.7.1 Teaching Task

The three centres of Blida, Oran and Constantine respectively had
two tasks in 1988/89. First, undertaking the English teaching for
specialists of the matter in ST, and secondly to provide training for
teachers/students who are intended to study abroad in the UK. Thus,
the training included numerous students in different months starting
by 67 ones from October 1988 to December of this same year, plus
41 from January 1989 to June 89 , adding 35 more whom were
expected to fly to Canada to pursue a special training within them,
eight went to post graduate in electronics. Furthermore, the efforts
made by the centres proved to be evident as these students were shorty
reaching perfection in the target language so that to get their
postgraduate levels. Moreover, these students were divided into minor
assemblies and get trained for 20 to 24 hrs per week. Hence , the
learners attended the lectures quite acceptably in Algiers and less in
Oran and rarer in Constantine , resulting from the distance and
transport troubles, as well as the absence of a student status which
would permit them to profit maximally from scholarships. Although,
the Ministry attempted to solve the issues in questioned, but it was
just so hard to force student to attend.

2.7.2 Teaching Staff

Teachers from different facilities were present and paid in extra
hours to prepare and pass their lectures in the centres, and it became
steadier and kept on going thanks to the presence of a British adviser.
These advisors' achievements were expected to come to terms in June
1990 , while full time teachers got appointed at the centres level.
Nonetheless, the legislation of the centres' courses was only granted
by the ministry by which connecting to a foreign department of
languages (ILE for example) , or by providing an autonomous nature
to the courses.

2.7.3 Role of ESP Centres in Developing EOP

 Alongside supervising the intense deep training that future abroad
teachers/learners had to undergo, the ESP centres worked in another
side as it enhanced ESP programmes in technology, economy and
exact science. By 1988/89 , numerous relationships have been made to
set the stage for diverse action programmes such as :
 The centre of Algiers put together a show of pedagogical
materials and Equipment at the level of ILE, so that teachers of
the area would discover and get access to modern books and
materials.
 In April 1989 , Blida centre organized a meeting at the Institut
National d'Enseigement Superior (INES) , resulting a set of
actions to improve English proficiency cooperating with
INES’s Aeronautics department
 The Algiers centre contributed in series of lectures for the office
holders at the ministry of Foreign Affairs, mainly these lectures
were well arranged owing to the national school of
administration (ENA) . There two groups, as the first trained
from March to June 1988 , while the other one from October to
June 1989 . The training schedule were established by the
British adviser himself M. C Cleary as 2 to 8 hours a week for a
lecture was given.
 The Oran centre created different ties with the USTO , in the
interest of ESP’s teachers training for easier cooperative efforts
between national institutions
The considerable endeavours made by now Oran centre's director
and former head of ILE professor Milliani Mohammed, as he made
greater use of his abilities to solve both administrative and
educational issues ensures the expansion of activities to reach
regional ranks(Bencherif 1993).
As for the Constantine centre, links have already been
established with departments of computing and civil engineering in
order to guarantee a suitable ESP scheme.

2.7.4 Primary Evolution of the Project

 Ever since the centres saw light, thanks to the partnership between
Algerian and British universities, the first was paid a visit twice (firstly in
December 1988 , and then from 5-11 June 1989) by British experts for examining
the performance of tasks. Meanwhile, all participants consisting of teachers ,
students administrators of the Algerian faculties with British and ministry of higher
education’s representatives , exchanged different beliefs and opinions regarding
the activities. The fruit of these visits were simply suggestions regarding the
Legislation of ESP’s courses status by an administrative document and build-up a
steady university structure.
2.5.7 Situation of the Algerian ESP centres
After the recommendations given by British advisors, enormous works have been
done to repair the ESP centres legal status. Sadly, the centres haven’t been
legalized due to the the refute of the ministry for liking it with ILE or “Vice
Rectorat des Relations Exterieurs “, consequently, Blida and Constantine’s centres
have been devastated , leaving the Oran centre solo behind. For that cause,
Professor Milliani declares that the personality of the director who created all the
rectors that assisted and kept the centre working. Furthermore, the remaining
centre (Oran) , is no Longer following the regulations included in the first “Cahier
de Charges “ due to the mission changing. To explain further, it’s limited tasks are
now circled around getting programmes for mainly postgraduate and 4th year
English students still having an unofficial contact with Aston university. As a
result, the Oran department of English still profits from its centre providing
borrowed books seminars, organization of thesis and Vivas and micro teaching for
their 4th and postgraduate student as well as teachers of the subject.
However, the Oran centre isn’t achieving its full missions despite being visibly
active, as the lack of linguistics consciousness as well sociocultural background
have made the EFL learners accomplish less than the expected (Ourghi 2002).
Although, the hectic schedule provided by institutions just for reaching the
effective level for these students, but deficiencies are to be noticed in the advanced
levels mainly (magister. Masters and Doctorate). The latter is caused by the
attempts made expand the view of a pedagogic structure, so one may say an
interior national academic structure to be a ground base in which the teaching of
EFL students take place and language proficiency is therefore to well formed and
destined.