English Language Implementation in Algerian Primary Schools: Challenges and Directions

Abstract

Algeria witnessed a complete transformation in language policy as English was implemented at the level of primary education (third grade). This study investigated the different challenges faced by English language teaching in Algerian primary schools. It also attempted to propose possible solutions to overcome these issues. This investigation was an explanatory case study relying on two research instruments for data collection: Classroom observation conducted in three different primary schools in Tlemcen city and an online questionnaire for primary school English teachers. The data collected were analyzed quantitatively and qualitatively. The results revealed that teachers face many obstacles while teaching English such as lack of teaching materials, poor classroom management, overcrowded classes, extended hours of working, and lack of training. On the basis of these results, some pedagogical recommendations were given in order to take the teachers‘ needs into consideration and give English additional significant position through the supply and preparation of appropriate didactic means as well as attempting to offering initial training and in-service training for teachers who are involved in this primary stage.