From Syllabi to Classroom Practices: A Comparative Study to Explore the Culture of ‘Diversity, Equity, and Inclusion’ between Two English Language Specialities at the University of Ain Temouchent

Abstract

Diversity, Equity, and Inclusion (DEI) is a framework that integrates diversity across all aspects of identity and cognition, ensures fairness in treatment and access to opportunities, and fosters a sense of value and belonging to all individuals. DEI is strongly investigated in western contexts. However, it is under-investigated in Arab and Afro-Arab context. To the best of current knowledge, this research topic has not/slightly been investigated. This dissertation contributes to filling this gap by exploring the extent and ways in which the DEI framework is incorporated into English as a Foreign Language (EFL) Algerian Higher Education. The study aims to promote empathy, cultural respect, and critical thinking between syllabus designers, teachers, and students. Therefore, this study is conducted in one of the Algerian Higher Education institutions, precisely the University of Ain Temouchent, addressing both a geographical and a knowledge gap. This is a comparative study between two EFL specialities—Didactics & Applied Languages, and Literature & Civilisation. The comparison is held at the level of syllabi content, classroom practices, and students’ perspectives. The study employs a mixed-method approach, using document analysis, structured classroom observation, and questionnaires. The data are analysed using diverse quantitative and qualitative methods, such as quantitative descriptive analysis and thematic analysis. Findings reveal that the Literature and Civilisation speciality shows moderate integration of DEI principles, while the Didactics & Applied Languages speciality remains conventional, with limited emphasis of critical thinking and limited inclusion of socio-cultural perspectives. Even though EFL syllabi embed DEI neither explicitly nor implicitly, teachers actively strive to create inclusive learning spaces that respect and embrace student diversity in terms of culture, language, ability, identity, and background–that is, Diversity; assess equitably and offer opportunities to all students–that is, Equity; and value and welcome the privileged student as everyone else, diversify discussions, and encourage participation–that is, Inclusion. The study concludes with practical recommendations to enhance DEI practices in Algerian EFL contexts.