Abstract:
The foremost target of conducting the current study is to investigate whether there are
significant differences between teachers of French and teachers of English in terms of the
relationship between their identity and the target language. The hypothesis of this research
states that teachers of French would undergo significant differences in terms of identity and
the target language if compared to teachers of English due to being exposed to the target
culture extensively since French enjoys a special status in the Algerian context. This research
follows a cross-sectional methodology to investigate the evolution of teachers‟ representations
of French and English imagined communities and their effects on the teachers‟ motivation to
learn these languages. The data are collected through interviewing three teachers of French
and three teachers of English at Mohammed Seddik Ben YahiaUniversity of Jijel. The
analyses of the teachers‟ interviews revealed that the Algerian learners of both English and
French undergo the same differences as far as the interconnection between language and
identity is concerned. The findings gathered from this study also demonstrated that both
teachers of English and French develop very positive representations about the target
language communities. This positively affects their language proficiency in the sense that they
get highly motivated to learn the target language
