Investigating the Phonological Processes for Children’s English Language in Algerian Kindergartens with reference to Kids Space.

Abstract

Children may experience difficulties in learning a foreign language, which can lead to phonological disorders. This study examines the phonological processes in English language acquisition among Algerian children attending kindergarten. Learning English as a foreign language can lead to phonological difficulties due to differences between native and target language phonological systems. However, early exposure to English in preschools offers opportunities for children to develop phonological skills alongside language abilities. Little research exists on this topic in the Algerian context, making this study essential. A mixed-methods approach is used, involving 20 Algerian kindergarten teachers from various regions. Data is collected through speech samples, language assessments, and parental questionnaires. Phonological analysis methods categorize processes observed in children's speech. The study aims to identify common phonological processes and explore potential correlations with linguistic and cognitive factors. The results confirm that Algerian children exhibit phonological distortions, particularly when English sounds differ from their native language. Triangulation of methods questionnaires to teachers, interviews with parents, and observations in "Kids Space" kindergarten strengthens data validity. The research contributes to understanding typical phonological development in Algerian children and provides insights into variations across age groups.