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Home / Journals / International Journal of Linguistics and Education / The Impact of Local Language Varieties on ELT
The Impact of Local Language Varieties on ELT
Lead Guest Editor:
Professor Bachir Bouhania
Department of English, University of Adrar, Adrar, Algeria
Guest Editors
Rachid Mahieddine
Department of English/faculty of Arts and Languages, University of Adrar
Adrar, Algeria
Chaouki Hoadjli
Department of English/ Faculty of Arts and Languages, The University of Biskra
Biskra, Algeria
Ghania Ouahmiche
Department of English/ Faculty of Arts and Languages, The University of Oran
Oran, Algeria
Fatima-Zohra Medjahed
Department of English, Institute of Higher Education
Oran, Algeria
Selim Kerboua
Department of English/faculty of Arts and Languages, University of Biskra
Biskra, Algeria
Chaoki Noureddine
Department of English/ Faculty of Arts and Language, The University of Ouargla
Ouargla, Algeria
Djelloul Bourahla
Department of English/ Faculty of Arts and Languages, The University of Ouargla
Ouargla, Algeria
Abdelhamid Bessaid
Department of English/ Faculty of Languages, University Emir Khaled
Riyadh, Saudi Arabia
Hind Amel Mostari
Department of English/ Faculty of Arts and Languages, The University of Sidi Belabbes
Sidi Belabbes, Algeria
Souad Hamerlaine
Department of English/ Faculty of Arts and Languages, The University of Mostaganem
Mstaganem, Algeria
Introduction
The interference of the mother tongue on the learning of English emphasizes the difference that exist between the two languages at the morphological, phonological, lexical, semantic, rhetorical and orthographical aspects. Consequently, EFL/ESL students confront several hindrances to master the English language for various reasons; among these are the influence of the mother-tongue’s syntax, lexical-semantics, and phonology (Interlingual transfer), or the unconscious over-generalization of wrong patterns based on their mother-tongues (Intralingual transfer). Other causes can be taken into consideration such as the teachers themselves, who are non-native English users with different educational and geographical backgrounds. Moreover, the causes may be pedagogical (curricula, methodology, and translation), personal (motivation and instrumentality of learning English), and social (local culture, and lack of language environment to perform in the target language, TL). The societal environment is a significant factor for enhancing or hindering the learning/teaching of English in non-English speaking countries, too.
Starting from this theoretical background, the present issue aims at gathering academic papers evolving around the causes that affect EFL/ESL learners and teachers at the linguistic, pedagogical, personal, or social levels.

Aims and scope:
The proposed axes of research are (not limited to) the following:
Dissimilarities between the mother-tongue and English as causes of errors
Inaccurate teaching/learning methods
Inaccurate curricula and syllabuses
Inaccurate approaches to EFL teaching/learning in non-English speaking countries
Lack of material for EFL teaching/learning
Lack of motivation for EFL teaching/learning
Sources of EFL errors and mistakes
Societal hindrances towards EFL
Teacher-induced errors and mistakes
The latter axes are by no means exclusive; any subject related to the EFL teaching/learning process is welcome.
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