The Evaluation of Civic education in the Algerian Secondary School English Textbook “Getting through SE2”

Abstract

This dissertation critically examines the integration and effectiveness of civic education within the Year 2 Algerian secondary school English textbook. In light of recent educational reforms emphasizing the role of English as a Foreign Language (EFL) in promoting civic values, the study investigates how civic objectives are concretely implemented in the textbook. Utilizing a mixed-methods approach, the research combines a systematic content analysis with a questionnaire administered to twenty-five secondary school English teachers in the Mila region. The analysis evaluates the presence of civic themes—such as citizenship, democratic values, and environmental responsibility—and the pedagogical methods used to convey them. Findings reveal that while the textbook includes civic-oriented content, its presentation is largely implicit and dependent on teacher intervention. Emphasis remains on content delivery rather than fostering critical thinking or student engagement in civic practices. Teachers identified challenges including limited instructional time, a focus on language proficiency, and a lack of interactive tasks supporting civic education. The study concludes that although the textbook lays a foundational framework, it falls short in promoting active civic engagement among students. The research recommends revisions to the textbook to include clearer civic learning objectives, more interactive and critical-thinking activities, and enhanced teacher support materials. It also suggests future studies focusing on student perspectives and the influence of teacher training on civic education outcomes