@article{Boukezzoula_Kouira_2022, title={Art Language Learners as Mediators between Cultures: Some Implications for Teaching and Assessing English in the Algerian Context }, volume={1}, url={https://ojs.uva.br/index.php/revista-aquila/article/view/215}, abstractNote={<p>The Algerian ministry of higher education and scientific research has recently embarked on a policy <br>aimed at enhancing the role of English in higher education. This new policy seeks to ensure a higher <br>visibility for academic and scientific activities as well as the recognition of Algerian diplomas abroad. <br>To achieve these aims, a national commission of experts in the field of English for specific purposes, <br>constituted for this task, has issued a report outlining a series of measures that are susceptible the <br>achievement of this goal. However, an analysis of this report as well as some related official documents <br>showed that the suggested measures are deeply entrenched in the norms of native-speakerism. In this <br>regard, the present paper raises the following question: do English native speakers’ norms represent a <br>major obstacle in the way of a rapid enhancement of the role of English in the Algerian system of higher <br>education? To answer this question, this theoretical paper explores the potential of Alcón ‘s (2007) <br>hybridity hypothesis to serve as a framework for a more realistic policy geared towards the gradual <br>enhancement of the status as well as the quality of teaching and assessing English for specific purposes <br>in the Algerian system of higher</p&gt;}, number={26}, journal={Aquila}, author={Boukezzoula, Mohammed and Kouira, Loubna}, year={2022}, month={abr.}, pages={107-117} }