L’erreur entre progression et échec dans l’enseignement/apprentissage simultané du français et de l’anglais Le cas des élèves de 5ème année du cycle primaire en Algérie. Ḗcole AKID Othman. Ain-Temouchent.

Abstract

The simultaneous teaching of French (L1) and English (L2) in primary schools in Algeria is part of a dynamic of school multilingualism. The introduction of English starting from the 3rd grade requires an adaptation of teaching practices and a consideration of the interactions between the two languages. The analysis of linguistic errors highlights interference phenomena and enables the transfer of skills from one language to the other. The interdidactic approach, based on comparison and metalinguistic reflection, facilitates the construction of common reference points and supports the development of effective learning strategies.