Interactive and Pedagogical Challenges Faced by Primary School Teachers Instructing Simultaneously English and French: A Case Study of Third-Year Pupils

Abstract

This study explores the challenges faced by primary school teachers when teaching English and French to third-year students simultaneously. It looks at how teachers balance instructional approaches and meet the diverse learning needs of young language learners using cognitive and pedagogical theories. The main challenges identified include limited instructional time, varying rates of language acquisition, and integrating language skills within a unified curriculum. The study emphasizes the importance of providing comprehensive support for educators to promote multilingual proficiency among young learners. It discusses the implications for improving language instruction, highlighting the importance of well-designed professional development and instructional approaches to enhance outcomes. Ultimately, the research advocates for a more targeted approach to elementary language education, considering the unique context and demands of teaching multiple languages to young students. This approach would better prepare educators to handle the cognitive and pedagogical challenges they face, to lead them to improve the overall quality of language education and the development of multilingual proficiency.