Dr Nadia Idri
University of Bejaia, Algeria


‘An Algerian university teacher seeks out autonomy in her learners’

The first steps towards learners’ autonomy started when our university (A_Mira University, Bejaia) piloted a new educational system in 2004. I was among the few teachers trying to understand and search what it might involve. Through my
experience, readings, research about the system’s characteristics, I could understand that the system emphasizes the idea of continuous evaluation and tutoring, which are believed to lead towards the learners’ autonomy. However, this remains a personal endeavour from my part because our learners still feel unable to be autonomous. That is why, from 2004 until now, I have focussed on observing the ways these students learn, especially that they still attend university classes and I still teach them in master degrees.
Additionally, since 2003, I have been teaching different university courses such as general linguistics, sociolinguistics, study skills, research methodology, didactics/TEFL and evaluation in EFL. I have seen how our department struggles with managing two systems simultaneously (the traditional one and the LMD system) and, as a teacher there, I have encountered many difficulties when teaching within both systems. I have observed and witnessed that the most problematic issue is the learners themselves. Learners in the traditional system suffer from low motivation, rely 100% on the instructor; hardly ask questions and seldom answer the teacher’s ones. These students tend to avoid communication and show disappointment compared to LMD students. My observation shows that, though LMD learners are taught more difficult content, the number of courses is higher and teachers continuously assess them, LMD students always discuss, ask questions, give comments, etc.
Hence, the LMD system’s best outcome is the improvement in the students’ motivation, interest, and partial autonomy. From my own work, I have come to see how the development of learners’ autonomy is closely connected to ongoing self-evaluation and discussion of learning. Yet, although the students have a continuous evaluation, no small-group tutoring is available. Hence, we cannot relate this lack in the learners’ autonomy to the system. I would really like to work further on this issue because this is fundamental in our setting.
My objective is to make my voice audible nationally and internationally because many of my colleagues and decision-makers do not highlight this issue as it should be.

Love: Just great different meanings for Algeria

It’s said, there’s no life without love;
But I say: “Without love we can’t rest in bed”
Because we can’t dream, we just dream instead
We don’t choose to dream because our feelings are led
They’re led by love with which they are fed
Is this real or it’s just a lie? I’m here afraid
That with love we might live in a terrible dread
I’m sometimes fed up from this heart red
With which I feel put in a situation where I prefer to be dead
Without such a kind of love, I feel myself with a normal head
And ready to help other miserable lovers to go ahead

Or sometimes love can be an eternal feeling to add
That’s the sole safe story that can’t be bad
Because no real lover on Earth is said to be sad
Though all of them are often completely mad
Cos love runs in their nerves, flesh and spirit as the blood
With additional strong sentiments causing a beneficial flood
That’s the real, neat love which’s hardly found to be had
As its concept changed to be seen as a mere fast fad
To satisfy their natural desire and another number to add
Forgetting that they’re humans and becoming animals in a shed
Finding love is so rare in our times as I said
If I didn’t find it, I’d prefer to sleep escaping in my warm bed
Love of this kind can only be dedicated to Algeria to be wisely led

By Dr Nadia Idri

The Body’s Kingdom is in Danger

Eh you Mr. over there!
Do you see the smoke there?
Forming hearts in the body’s air
But no one there, who would care?

Oh you Mr. Leaver, did you really clean the blood?
Oh you Mr. Leaver, please give a bile and make a flood

The liver tried to cause the flood but
The fire’s still burning the wretched heart
Call the fire-organ with the artery to start
Using the perfect body’s blood to save the heart
Who’s the saver, who’s coming?

Oh yes, two strong volunteers came!
Full of hope to gain the fame
The wide lungs came to blame
And tried with air, but the fat’s the same

Then, the danger became more serious
Thus, the king cared about this precious

The kingdom may decline
If the king’s motor is not fine
The brain’s Queen is the heart’s shine
If it sets off, it would be the body’s last line

Urgent is that the king consulted the specialist
Who said that the heart needs a monarchist

Who has the key of this closed gate?
Who has the only medicine to taste?
For this poor and lonely heart before it’s late
Come on then, help this slim body to be great
As ever it was before the actual unpleasing fate
Come and share the soul’s life at any rate
You the ghost, who is him my dear next mate?
Be ready then to live with me even with debate
By Dr Nadia Idri