Résumé:
Algeria has started implementing the Competency Based Approach (CBA) since
2003 seeking to prepare more competent learners able to relate what they study at school to
their everyday life. Based on the assumption that middle school teachers of English adapt
alternatives to CBA’s principles while teaching writing, the current study aims chiefly at
probing into these adaptations from the perspectives of teachers. In order to achieve the
objectives of this study, the researchers made use of two main research tools to data
collection. A questionnaire has been administered to middle school teachers of seven schools
in El-milia, Jijel, namely Bouachba Ziadi, Elttahdib, Zouikri Mohamed, Beghidja Ahmed,
Boubertekh Ammar, Cheroual Abdelrahmane and Bouziough Ahmed. The findings of the
study showed that the most of the adaptations teachers make are in some steps of the writing
process due to some constraints they encounter such as the insufficiency of time and large size
classes.
