Journal of Studies in Language, Culture and Society (JSLCS)
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Journal of Studies in Language, Culture and Society (JSLCS) is an academic multidisciplinary open access and peer-reviewed journal that publishes original research that turns around phenomena related to language, culture and society. JSLCS welcomes papers that reflect sound methodologies, updated theoretical analyses and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, pedagogy, ICT, communication, cultural/inter-cultural studies, philosophy, history, religion, and the like. Editor in Chief Dr Nadia Idri, Faculty of Arts and Languages, University of Bejaia, Algeria Editorial Board Abdelhak Elaggoune, University 8 Mai 1945, Guelma, Algeria Ahmed Chaouki Hoadjli, University of Biskra, Algeria Amar Guendouzi, University Mouloud Mammeri, Tizi Ouzou, Algeria Amine Belmekki, University of Tlemcen, Algeria Anita Welch, Institute of Education, USA Christian Ludwig, Essen/NRW, Germany Christophe Ippolito Chris, School of Modern Languages at Georgia Tech‘s Ivan Allen College of Liberal Arts, Georgia Institute of Technology, Atlanta, USA Faiza Bensemmane, University Algiers 02, Algeria. Farouk Bouhadiba, University of Oran, Algeria Fodil Sadek, University Mouloud Mammeri, Tizi Ouzou, Algeria Ghania Ouahmiche, University of Oran, Algeria Hacène Hamada, ENS Constantine, Algeria Hanane Sarnou, University of Mostaganem, Algeria Hind Amel Mostari, Université Djillali Liabés, Sidi Bel Abbés, Algeria Judit Papp, Hungarian Language and Literature, University of Naples "L'Orientale" Leyla Bellour, Mila University Center, Algeria Limame Barbouchi, Ibn Zohr University, Agadir, Morocco. Manisha Anand Patil, Head, Yashavantrao Chavan Institute of Science, India M'hamed Bensemmane, University Algiers 02, Algeria. Mimouna Zitouni, University of Mohamed Ben Ahmed, Oran 2, Algeria Mohammad H. Abood, Department of Educational Psychology, Hashemite University, Zarqa, Jordan Mourad Touati, University of M‘sila, Algeria Nesrine Ghaouar, University of Anaba, Algeria Nouara Kharouni, University of Bejaia, Algeria Olfa Gandouz, University of Gabes, Tunisia Patil Vishnu Wamanrao, University Quarters, Aurangabad, India Rachid Mehdi, University of Bejaia, Algeria Rachida Sadouni, University of Blida 2, Algeria Sabri Koç, Başkent University, Ankara, Turkey Sara Merrouche, University of Oum El Bouaghi, Algeria Sari Hanafi, Anthropology & Media Studies, American University of Beirut, Libanon Serge Ramel, Haute école pédagogique du canton de Vaud (Lausanne), Switzerland. Serge Thomazet, ESPE/University Clermont-Auvergne & Laboratoire ACTé, France Shirly Lawes, Institute of Education, UK Suhair Al Alami, Department of General Studies, Al Ghurair University, Dubai Yahia Zeghoudi, University of Tlemcen, Algeria Yaser Khajavi, Salman Farsi University of Kazeroon, Iran Yasmina Kdjafri, Abdelhamid Ibn Badis University, Mostaganem, Algeria Language Editing Team: Assia Mohdeb, Ourida Idres, Sabrina Slimi, Sonia Imerzoukene. Contents - Fouad Boulkroun, Widening the Circle: Differentiating Instruction through Explicit and Implicit Grammar Teaching for Inclusion Purposes ………………………………………1-17 - Ahmed Chaouki Hoadjli, & Khidar Khadoudj: Students‘ Attitudes towards the Incorporation of an Oral Test in the Algerian School System …………………………………………………………………………………………… 18-32 - Nour El Houda Kheloufi: A Rhetorical-Based View to Promote EFL Learners‘ Critical Thinking and Problem-Solving in Authentic Language …………………………………………………………………………………………… 33-40 - Nora Achili: Code Switching and Gender in SMS Texting among Algerian University Students. The Case Of 4th Year Students of English, Department of English, University of Algiers 2 ……………………………………………………………….………………… 41-56 - Radia Bouguebs: Adopting a Flipped EFL Learning Classroom in Higher Education: Knowledge and Practices ………………………………………………...……………… 57-68 - Rachida Sadouni: Gender in Discourse Analysis: Moroccan and Algerian Literature as a Case Study ………………………………………………….…………………………… 69-76 - Rachid Bessai: The Role Of Associations in the Process of Inclusive Education of Children with Disabilities ……………………………………………………………….………… 77-84 - Kamel Bouraoui & Tayeb Chabi: Inclusive Education: Case of the Region of Bejaia …………………………………………………………………………………..……… 85-103 - Naima Sahli & Fawzia Bouhass Benaissi: Education for All: Promoting Inclusive Pedagogy through Moocs to Advance Research Skills ………………………………………………………………………………………… 104-114 - Louiza Belaid & Hanane Sarnou: University for All: Including Special Needs Learners in Education ……………………………………………………..……………………… 115-124 - Ahlem Hamzaoui: The Turkish-Kurdish Conflict in the Modern Globalized World ………………………………………………………………………………………… 125-135 - Samira Menaoui: Teachers‘ Perceptions on Integrating EFL Culture in Oral Classrooms ………………………………………………………………………………………… 136-149 - Rachid Mehdi: The Importance of Religious Knowledge for the Development of the Professional Language Competence in Tourism ……………...……………………… 150-154 - Olfa Gandouz: Time Magazine is not for Blockheads:‖ The American Adam‘s Vacillation Between Cultural Homogeneity and Heterogeneity in Edward Albee‘s the Zoo Story ………………………………………………………………………………………… 155-162 - Fatma Sabri & Nawal Benmostfa: Critical Pedagogy and Assessment of Educational Inclusion ……………………………………………………………………………… 163-168 - Hamza Ladjroud: Captured by Religious Texts: The Jew as a Child in the Merchant of Venice and the Jew of Malta ………………………..……...………………………… 169-182 - Lyna Sabbah & Loubna Sabbah: A Comparative Analysis of the Shadowy Facets of Cry, The Beloved Country And Beloved: Reconciliation, Biblical Allusion, And Nation Healing …………………………………………………………………...……………….…… 183-198 - Amina Saker: Chasing Traumatic Shadows: The Role of Memory in the Reincarnation of The Self In Chimamanda Ngozi Adichie‘s Half of a Yellow Sun ………………………………………………………………………………………… 199-218 - Houda Boumediene & Fatiha Kaid Berrahal: Moving Forward in Inclusive Education: Approaches and Opportunities for Learners with Disabilities ………………………………………………………………………………………… 219-225 E-ISSN: 2676-1750 Journal of Studies in Language, Culture and Society 1 (2), June 2019 (pp. 01-17) Received: 09-01-2019 Accepted: 09-06-2019 Published: 30-06-2019 Fouad Boulkroun, Ph. D. 1 University Centre of Mila, Algeria WIDENING THE CIRCLE: DIFFERENTIATING INSTRUCTION THROUGH AbstractEXPLICIT AND IMPLICIT GRAMMAR TEACHING FOR INCLUSION PURPOSES Abstract Language teaching methods have received a great attention over the years. Traditionally, in the method era, delivery of instruction often followed a "one size fits all" approach. By the end of the twentieth century and the beginning of the twenty-first century, there has been a growing realization that sticking to one method cannot be successful all the time with all the learners. Given that learners are not all of one kind, and in order to effect change, the post- method era is favoured. The method calls for differentiating instruction for an inclusive classroom, one which uses different methods for the provision of tailor-made teaching, based on understanding learners‘ individual differences i.e. doing what is fair for students by fitting teaching practices to learning preferences. Inclusive differentiated instruction requires giving students choices about how to learn and how to demonstrate their learning. In the light of the foregoing, the present study raises the following research question: Does the use of a differentiated type of instruction have a differential, or say an inclusive, effect on learners and their interlanguage in comparison with an either-or method of instruction – namely, explicit or implicit? This translates into the following working hypothesis: Learners under a differentiated instructional condition would outperform both explicitly and implicitly instructed groups in that it makes inclusion happen. Thirty (30) first-year university English language learners are divided into three groups: an explicitly instructed group (N=10), an implicitly instructed group (N=10), and a differentiated instructional group (N=10) as a sample for the present study. Parallel structures are selected as the target form. A Grammaticality Judgment Test (GJT) is used to measure accuracy of the target form; therefore, two similar but not identical tests are administered at two temporal times: a pre-test and a post-test. The results of the present study show that differentiated instruction has a differential and inclusive effect in language learning, in that learners in such a condition outperform those in the explicit condition as well as those in its implicit counterpart. Recommendations for both research and pedagogy are discussed. Key words: differentiated/inclusive instruction, explicit grammar, implicit grammar. 1. Introduction Learners‘ individual differences often do not lend themselves to a particular method of teaching. The alternative idea of special schools may neither be feasible nor easily affordable. It rather widens the gap of diversity and exclusion, when it should instead widen the circle for equity and inclusion. This study addresses the issue of how to deal with learners of different abilities, needs, learning styles, preferences, and interests. It aspires to help teachers be fair with all the students, by fitting their teaching practice to learners‘ learning preference. It seeks to promote inclusive classrooms and at best eliminate or reduce exclusion and marginalization to a minimum. What challenges the implementation