In Algeria, English as a Foreign Language (EFL) education is increasingly positioned at the crossroads of national development, global integration, and cultural exchange. As Algeria diversifies its international partnerships beyond traditional francophone frameworks, EFL communities are emerging as vital spaces for rethinking citizenship, equity, and intercultural dialogue. This paper examines how Algerian EFL classrooms and learner communities contribute to broader societal transformations by fostering global awareness, social justice, and inclusive educational practices. Drawing on critical pedagogy (Freire, 2000), intercultural competence (Byram, 1997), and sociocultural learning theories (Vygotsky, 1978), the study analyzes how Algerian students and educators engage with English not merely as a linguistic tool but as a medium for identity negotiation and civic participation. Using qualitative data from classroom observations and student reflections, the paper highlights innovative practices that empower learners to connect with global networks. Findings suggest that embedding community-centered approaches into Algerian EFL pedagogy strengthens both linguistic competence and learners’ capacity to act as informed global citizens.

Authors:
Abdelkrim Dekhakhena, 8 Mai 1945 Guelma University, Algeria

About the Presenter(s)
Dr. Abdelkrim Dekhakhena is an associate professor of English and American studies. His interests include U.S. foreign policy, cultural diplomacy, and transnational history. He is currently completing a book on Algeria in the American political imagination.

Connect on Linkedin
https://www.linkedin.com/in/abdelkrim-dekhakhena-02496480/

Connect on ResearchGate
https://www.researchgate.net/profile/Abdelkrim-Dekhakhena-4

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