Résumé:
This study was conducted toinvestigate some Algerian Secondary Education English teachers’ beliefsregarding the integration of culture in ELT and their classroom practices. A questionnaire and a semi-structured interview were introduced to collectexclusively the data from fifty teachers who were teaching English at a foreign languagein BBA. We attempted to use a triangulation of more than one method to collectdata. The results obtained from the study showed these teachers had positiveattitudes to culture integration in the curriculum. The findings showed a mismatch between teachers’ definition of theobjectives of culture teaching and their actual classroom practices. We hope these findingswill contribute to a better understanding of the current practice of culture teaching in ELT and enhancethe quality of both teachers’ pre-service education and in-service training in Algeria.
