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English for Peace in Algeria Kamal Belmihoub [email protected]

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English for Peace in Algeria Kamal Belmihoub S.Kbelmihoub@Gmail.Com Reconsidering Development Volume 4 Article 5 Issue 1 Language 2015 English for Peace in Algeria Kamal Belmihoub [email protected] Follow this and additional works at: http://pubs.lib.umn.edu/reconsidering Recommended Citation Belmihoub, K. (2015). English for Peace in Algeria. Reconsidering Development, 4 (1). Retrieved from http://pubs.lib.umn.edu/ reconsidering/vol4/iss1/5 Reconsidering Development is published by the University of Minnesota Libraries Publishing. English for Peace in Algeria Kamal Belmihoub, Purdue University1 Abstract: English has the power to help bring socioeconomic prosperity and sociolinguistic peace to Algeria’s increasingly free market and complex multilingual situation. A hermeneutic approach toward the study of texts and part of a questionnaire are used to theorize about potential roles English could play in Algeria’s sociolinguistic context. It is found that an increasing number of social, cultural, and academic programs by the United States and the British Council could contribute to the spread of English in a peace-fostering manner. Algerians’ bottom-up initiatives, including those of teachers and social media users also have the potential to contribute to deethenicized worldly English that could be used to access more information and training opportunities. It is hoped that the spread of English, a language many Algerians seem to favor, could promote sociolinguistic peace and contribute to socioeconomic development. Keywords: Algeria, English, mutual understanding, sociolinguistic peace Suggested Citation: Belmihoub, K. (2015). English for peace in Algeria. Reconsidering Development, 4(1), 35-50. 1 Kamal Belmihoub: [email protected] I gratefully acknowledge the feedback and support of Professor Melinda Reichelt. I also thank Professors Mohamed Benrabah and Ruth Hottell for their feedback. Further, I appreciate Alisa Herbst's valuable suggestions and encouragement, and the anonymous reviewers’ helpful comments. Reconsidering Development 35 Belmihoub English for Peace in Algeria Introduction In 1993 in Algeria, fourth graders in and around the capital city Algiers had, for the first time, the option of choosing English, the other option being French, to fulfill their foreign language requirement (Benrabah, 2007b, p. 76). The government argued that English was an international language, a language that allowed access to science and technology and, thus, it needed to be offered as early as fourth grade (Benrabah, 2007c, p.194). Opponents of the government’s move to promote English argued that the move was just another step toward the complete Arabization of Algeria, reinforcing ties with English-speaking Middle Eastern countries, eradicating French and alienating Algerians (Benrabah, 2007c, p.194). Contrary to the government’s intent, the majority of pupils chose French (as cited in Benrabah, 2007a, p. 233). I suggest that parents of these pupils may have felt that their children would find it easier to acquire French, which has been in use in Algeria since 1830. Their choice could also be explained by the fact that most jobs require proficiency in Arabic and/or French; rarely was English required at the time. This might also explain why the English option did not become a national requirement. Since 1995, Algeria has known many new developments that raise questions about possible new roles that English might play in Algeria’s already complex linguistic landscape. These developments include the end of a civil war that killed between 150,000 to 200,000 people by the end of the 1990s, when, according to Benrabah (2007a), the socialist-era central planning economy had weakened. Other developments include the significant exile of Francophone intellectuals (Benrabah 2005), the rise of oil prices that improved the economy on the macroeconomic level (Benrabah 2007c), and a shift from a socialist economy that supported Modern Standard Arabic (MSA) to a market economy that requires the learning of foreign languages (Benrabah 2007a; Benrabah 2007c, p. 198). In addition, Algeria has also resurfaced on the international scene and acquired closer ties with many countries including the European Union and the United States. For example, since the 09/11 attacks in New York and Washington DC, Algeria and the US have cooperated in the fight against terrorism, while attempting to diversify economic cooperation beyond the hydrocarbons sector (AllAfrica, 2015). Since English and globalization are closely intertwined, Algeria’s opening to the world is thus interesting for scholars who examine contexts where the presence of English increases. In light of these new developments, one wonders what role(s), if any, the English language can play in Algeria’s complex linguistic landscape in order to potentially reinforce the relative peace of the country, help improve the economy at the micro-level, and facilitate the efforts to attract Arab and Western investors to diversify economic cooperation. The following three questions will serve as a guide to help explore these possible functions of English that could contribute to the development of Algeria. Research Questions In her attempt to establish a framework for research in the discipline of peace sociolinguistics, Friedrich (2007a) calls for an investigation of the potential of achieving linguistic peace with and through language, particularly English (p. 73). In her book The English Language Teacher in Global Civil Society, Birch (2009) also emphasizes the role that worldly English can play in promoting human rights, peaceful conflict resolution, and peace in general. In this research, the following questions are explored: Reconsidering Development 36 Belmihoub English for Peace in Algeria 1. Does deethnicized English, which I also interchangeably refer to as worldly English, have that potential in Algeria? If it does, how? If it does not, why doesn’t it? 2. In light of recent mutual interest in diversifying economic cooperation beyond hydrocarbons between the US and Algeria, and recent efforts to promote tourism and attract Western and Arab investors to address Algeria’s microeconomic concerns, how can the promotion of English in Algeria help or hinder these efforts? 3. How might the growing academic/cultural programs offered by the U.S. Embassy and the British Council in Algeria create effective tools for advancing the learning/teaching of English and, thus, economic cooperation, mutual understanding and peace? The goal of this paper is to look at the potential of a deethnicized English language to promote long-term peace in Algeria, including political, economic and social stabilities. A deethnicized English is an “open” variety, a variety that is, according to Benrabah (2009), not associated with Britain’s colonial past or any of the cultures of the communities whose native language is English (e.g. the UK, the US, Australia); thus, anyone, including Algerians, can appropriate this variety as if it were their own (p. 257). Specifically, this paper explores the potential of the English language to foster positive peace in Algeria, using Friedrich’s attempt to establish a framework for peace sociolinguistics. An explanation of the concept of positive peace and Friedrich’s framework on peace sociolinguistics will be provided below. Then, in order to help assess this potential, a brief discussion of attitudes toward and roles of each language will be provided, focusing on English. I will also analyze various programs offered by the U.S. Embassy and the British Council in Algeria in order to investigate their potential to foster peace, as Friedrich (2007b) would put it, with and through English (p. 73). It is worth noting at this point that my own personal experience in Algeria, my own general knowledge of the situation in the country, previous literature on the topic, and a hermeneutic approach towards texts such as those on academic and exchange programs are used to theorize about the potential role English might play in the development of Algeria. My goal is not to generalize any of my claims, but to suggest ways of building on what appears to be a quickly growing presence of English in a complex multilingual environment. For example, while I do not claim that the exchange programs are definitely effective, I do suggest that they could be. Further work in the future might explore more profoundly the impact of the programs. Peace Sociolinguistics: A Definition I will refer to Friedrich’s framework of peace sociolinguistics in order to establish the potential positive role of English in Algeria’s development. Friedrich (2007a) defines peace sociolinguistics as “a discipline engaged in investigating the place of peace through language in society, with the main charge of looking into peace (within and among languages), violence, education, activism, and the sociopolitical impact of language use on comprehensive peace and vice versa” (p. 76). Friedrich indicates that the first role of peace sociolinguistics as a discipline is to look at the potential of achieving linguistic peace through language. Linguistic peace includes, for example, respect for linguistic choices, whether a person or group of people choose to be monolingual or multilingual (Friedrich and De Matos, 2009, p. 229). To do this, I will Reconsidering Development 37 Belmihoub English for Peace in Algeria investigate the potential of achieving linguistic peace in Algeria through English. Attitudes towards each language (Algerian Arabic, Berber, Classical Arabic, French and English) and the roles of these languages will be presented in order to assess the potential of English in playing a positive role in this context. Further, I will look at activities of the British Council and the U.S. Embassy in Algeria. As noted earlier, I will investigate their programs in order to see how they apply to the promotion of English and peace. Most of these programs have various goals advancing the interests of the UK, the United States and Algeria. Participation criteria and objectives will be scrutinized in order to see if these programs contribute to English and peace promotion. The program descriptions and goals on the governments’ websites will be read and key passages identified.
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