INVESTIGATING ENGLISH AND FRENCH LANGUAGES IMPLEMENTATION IN THE THIRD YEAR CURRICULUM FOR PRIMARY SCHOOLS IN ALGERIA : CHALLENGES AND PERSPECTIVES The Case of “Boualia Said” Primary School

Abstract

This study investigates the implementation of the English language in Algeria’s primary schools for third-grade pupils. It exploresthe perception of this language implementation, the challenges faced by English and French co-existence in the curriculum, and to what extent this co-existence might benefit pupils through contacting their parents and teachers for data collection. The participants were 25 parents and five teachers. A questionnaire was given to the parents around the end of the second semester, and the teachers were interviewed around the end of the third semester. The results suggested that teachers and parents of concerned pupils highly welcome the English language implementation with no rejections. In contrast, the co-existence of the two languages is negatively opinionated, and French should not be taught along withthe English language, leading the researcher to recommend incorporating this language in all primary school grades and to restrict the teaching of French to one year.