The Newly Formed Attitudes About The Inclusion Of English In Primary Schools Between Acceptance And Refusal.

Abstract

Inclusion of English in Algerian primary schools has sparked a range of attitudes, oscillating between acceptance and refusal. Proponents of its introduction highlight the potential benefits of early English language exposure, viewing it as a gateway to global communication and economic opportunities. They believe that equipping young learners with English proficiency will enhance their future prospects in a progressively interconnected world. On the other hand, opponents argue that prioritizing English may endanger the preservation of Algerian culture and the native languages of the country. They express concerns that the dominance of English could marginalize local languages and compromise the cultural identity of Algerian youth. This dichotomy of views presents a challenging task for policymakers to strike a balance between embracing the advantages of English education and safeguarding the nation's linguistic and cultural heritage.