Abstract:
This study examines whether the Algerian secondary school English language syllabuses and textbooks actually apply the pedagogy of integration in two contextually different secondary schools. Four research tools (i.e. questionnaire, document analysis, classroom observation, and follow-up interview) were implemented with 115 students, 15 teachers, and 6 teacher inspectors. The findings show that the English secondary school syllabuses and textbooks do not fulfill the expected standards. Besides, while the syllabuses are approximately congruent with the pedagogy of integration, the textbooks seem less aligned with this active pedagogy.
