The People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

University Centre Belhadj Bouchaib at Ain Temouchent
Faculty of letters and Languages
Department of English

Humanizing Pedagogy
The effects of the competency based approach on
learners autonomy

Submitted by: Supervised by:

SELLAF Amaria
FETTOUHI Setti Mr.Mohammed Ameziane
TAKROUMBALT

Academic year: 2017 – 2018

Introduction:
Humanizing education is of a basic relevance related to the educator himself since
he is the linking dot between the contextual realities of the institute socio-political
existence. The approach is strongly attached to what the learner lives and
experiences from social and cultural to the environmental truths. This approach
aims at making the learning the Leader of his own teaching, the subject of the
classroom, it will allow the teaching to include the “self” element in learning as
well as teaching.
Purpose of the study:

The aim behind conducting our work on Humanizing education is to simply think
outside the box and attempt the use of hypothetically better approaches to basically
reach a better education level than what we have, and this is naturally a human
desire itself; to attempt bettering the situation.
Research Questions:
Needless to mention the approach’s spangling reputation, and how it is viewed as a
newer way of enhancing the education’s performance’s rates in many other
countries. However, as dealing with this approach and stating already that the aim
is to see what would be its effects in our context, we out of necessity feel
compelled to raise some of what we see important inquiries, and we might state the
followings:
1- Is the Algerian educational context capable of accepting easy and switchable
approach applications?
2- In what ways could we describe the current approach being used? And what
were/are the visible results/effects?
3- And what are the necessary adaptations needed to be held if ever the
approach is applicable?

Hypotheses:

We foresee, or less ambitiously expect to put our hands on the followings:

1- The Algerian context has been preservative concerning education and alien
approaches use, since the socio-cultural context is slow in moderation.
 2- Teachers and learners both have suffered routine cycles during the learning-
teaching process which resulted in redundancy educational malfunctions.
3- The humanistic approach is adoptable in our context, but of course any
adoption goes always hand in hand with adaptation, therefore certain
alterations would be taking into account so to facilitate and pave the ways of
this approach’s success.

Methodology:
Our aim is to inspect the validity of the suggested “to-be applied” approach, and
for that we will treat our study as a qualitative research, since we will try to
provide personal non personal external views within the academic context to
provide sufficient arguments wishfully to fulfil our goal that is to show how better
education would improve with the Humanistic pedagogy .
Research Tools:
To acquire the needed data for our research we will take the common path of
qualitative research; the original and authentic tools used for qualitative researches,
for they are the most effective ways to collect evidences and data. The research
tools aimed to be used within and during the study process will be in the following
shapes:
1- Target groups: we intend to select and focus the data collection on two
specific groups, as already mentioned in the approach definition, the groups
will be teachers and students, because they are the two most essential parts
of the Humanistic approach.
2- In-depth interviews and group discussions: Our intention is to collect
detailed information as far as the academic context, as we will mix up what
is essential in the approach that is the human interpretation of education, and
this can moderately be exclusive to interviews and discussions.
3- Questionnaires: Potentially we will take the use of questionnaires to increase
the chances of the information rates for the sake of a better and a well
enriched research paper.

Anticipated Findings:
The research is referred to as expected results than conclusion, since the work is
nothing but an idea, yet we are looking forward to apply the concept of accepting
students as they are and using the educator’s experiences and life facts to run the
classroom in enthusiastic way: we expect to find a readiness for learning, since the
appetite for learning is lacking, if not absent in classrooms. our research is more
human than pedagogical, we tend to encourage the daring idea of removing
boundaries and reaching a more stressless learning.

References:
Lindsay Paige Law. (2015) Humanizing Education: Teacher Leaders Influencing
Pedagogical change. Iowa state University.
Cheng Chang Tsai. Cheng Chang. (2013) The Study of Motivation and Anxiety of
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Harmer, J.1991. The Practice of English Language Teaching. Harlow: Longman
Penny, Ur 2005. A course in Language Teaching. Cambridge: London
Borg, Simon. (2003) Teacher cognition in language teaching: A review of research
on what language teachers think, know, believe, and do. Language Teaching.
Daniell, Beth. (1999) Narratives of literacy: Connecting composition to culture.
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Composition and Communication.
Gardner, Howard. (1989) To open minds: Chinese clues to the dilemma of
contemporary
education. New York: Basic Books.
Norton, Bonny. (1997) Language, Identity, and the Ownership of English. TESOL
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