Barriers to English language instruction in Primary Schools In Algeria:

Abstract

In response to the global spread of English as a lingua franca, Algeria, along with many developing countries, has introduced English language instruction starting in primary school. This study investigates the key barriers hindering effective English teaching in primary schools, particularly within Tiaret city. The research employs mixed-methods, utilizing both quantitative and qualitative data collection methods. Qualitative data was gathered through classroom observations in grades 3 and 4 across three primary schools: El Fath, Naimi Fatima, and Aich Abdelkader. Additionally, questionnaires were administered to 17 teachers and 119 pupils. To gain further insight, qualitative data was also collected through interviews with 5 parents of pupils. The study identified several challenges faced by both teachers and students. These included teacher mobility, time constraints, limited training opportunities, a lack of teaching materials, overcrowded classrooms, pupil motivation and confidence levels, and the potential interference between French and English language learning. These findings can serve as a valuable foundation for future improvements in English language teaching methodologies within Algerian primary schools.