Teaching English in Algerian Middle Schools: Reconciling Teachers’ Perceptions with the Realities of Practice under Contemporary Educational Policies

The present study investigates the practical realities of teaching English in Algerian middle schools in the context of recent educational reforms and evolving policy orientations.The research sample comprised 42 English-language teachers (male and female) selected through a probabilistic random sampling technique from several municipalities within the Wilaya of Relizane.Data were collected using a structured questionnaire designed to examine teachers' perceptions of English-language instruction in relation to the goals and expectations of modern educational policy.After establishing the instrument's validity and reliability, quantitative statistical analyses were performed.The findings revealed that teachers' overall perceptions of the current state of English teaching were moderate, indicating a gap between pedagogical aspirations and classroom realities.Furthermore, the analysis identified statistically significant gender differences in teachers' responses, favoring female participants.Differences were also found based on teaching experience, with more favorable perceptions among teachers possessing less than ten years of service.These results highlight persistent challenges in the implementation of language-education reforms and underscore the need for a comprehensive, flexible policy framework that prioritizes continuous professional development, contextsensitive pedagogy, and the integration of technological and instructional resources.Strengthening alignment between policy intent and classroom practice is essential for enhancing English-language education and supporting teachers in meeting contemporary educational demands.