Résumé:
Abstract
Like all countries that have adopted English in their educational systems, Algeria seeks to
integrate it with the goal of creating international learners who actively contribute to its
advancement. In order to enhance English language acquisition in the country, it is essential
to know how it is perceived and practiced. Therefore, this study aims to investigate EFL
teachers' and learners' perceptions and practices towards the ownership of the English
language. Using a mixed-methods case study design, questionnaires were administered to 109
first-year EFL master's students, and semi-structured interviews were conducted with 7
permanent teachers at the Mohammed El-Bachir El-Ibrahimi University of Bordj
BouArréridj, Algeria. The quantitative and qualitative data were analyzed using different
procedures (statistical analysis, thematic analysis, and content analysis). The findings
revealed that teachers and learners perceive English as a global language owned by everyone,
regardless of their linguistic and cultural background. The findings also showed that the
teachers and learners practice the English language with variety, which reflects their Algerian
background. Furthermore, the findings supported the inclusion and selection of different
teaching materials that consider all variations of English and address the abilities and
requirements of Algerian learners.
Key words: English language ownership, Perceptions, Practices, EFL, First- year master's
students, Permanent English teachers.
