Teachers as social educators: Exploring the non-linguistic roles of Algerian EFL teachers
Teachers as social educators: Exploring the non-linguistic roles of Algerian EFL teachers

Summary/Abstract: This study investigates how EFL teachers in Algerian universities perform non-linguistic social and educational roles, and how these behaviors relate to students’ feelings of belonging and civic attitudes. Grounded in socialisation theory, hidden curriculum perspectives, and an ecological model of teacher agency, it explores teachers’ social roles, their underlying reasons, and students’ experiences. Using a primarily qualitative mixed-methods approach, Phase 1 included ethnographic case studies, interviews, and reflective diaries from six universities. Later phases involved developing context-specific tools and surveying 150 teachers and 400 students, with targeted qualitative follow-ups. Results reveal a core set of practices, especially pastoral care and academic-pastoral mediation. Teachers’ implementation of these roles depends on institutional resources and employment status. Students' reports of teacher practices correlate with increased feelings of belonging and civic intention. Due to purposive sampling and cross-sectional design, the findings are correlational. The study discusses implications for social-education policy, recognizing teachers, and professional development.

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