Simultaneous Learning of Two Foreign Languages by Algerian Young Schoolers Between Possibility and Illusion The Case of English and French in The Algerian Primary School.

Abstract

This present study investigates the simultaneous learning of French and English in Algerian primary schools. The research problem lies in the lack of insight regarding the feasibility and effectiveness of this process in the Algerian context. This investigation aims to explore the possibility and practicality of learning two foreign languages simultaneously for young Algerian learners, it also provides recommendations to help authorities formulate sound policies on this issue. This research is relevant to various stakeholders in the education sector, including policymakers, school administrators, teachers, parents and learners. It seeks to clarify the controversies surrounding the introduction of English at the primary level. Mixed methods were employed, combining qualitative data from interviews with experts and quantitative data from teacher questionnaires. The findings indicate that simultaneous learning of French and English is possible but also presents challenges like vocabulary and pronunciation confusion. Some learners struggle more due to individual factors rather than the learning process itself. This study contributes valuable insights into Algerian education. It provides a nuanced understanding of the challenges and opportunities of simultaneous language learning at the primary level, which educational authorities can use to make informed decisions regarding curriculum, teaching methods and policy.