Investigating challenges raising from Learning two Foreign Languages Simultaneously in Primary Schools in Algeria

Abstract

This research investigates the challenges faced by third-year primary school pupils in Algeria when learning two foreign languages simultaneously, specifically English alongside French. The Algerian President's decision to introduce English in primary schools has sparked a debate, with concerns raised about the lack of details regarding teaching materials and pedagogical mechanisms. Thus, this study aims to shed light on the methods, requirements, and difficulties associated with introducing English to Algerian primary schools. The research examines the experiences of pupils, parents, and teachers and explores the implications of implementing a foreign language policy in primary education. In addition, the study employs a questionnaire, interviews with teachers and parents, and classroom observations to gather data. Moreover, findings indicate that while pupils display enthusiasm for learning foreign languages and can manage learning both English and French simultaneously, challenges arise from a lack of teaching materials, differences in pronunciation and vocabulary, and the capacity of pupils' minds. Furthermore, pedagogical recommendations are provided to support successful implementation of the foreign language policy, emphasizing the need for adequate resources, balanced workloads, and the incorporation of gamification and visual aids. Ultimately, this research contributes to promoting cultural diversity, multilingualism, and effective language learning in Algerian primary schools.