The Integration of English Language in Algerian Primary Schools after Two Years of Execution: Efficiency and Challenges

L’intégration de l’anglais dans les écoles primaires algériennes après deux ans d’exécution : efficacité et défis

Abstract

Due to the growing demands from academics, students, and researchers for globalization, the minister of education called for English to be included in the primary school curriculum starting from the new school year, 2022. Therefore, the current language situation in Algeria involves the simultaneous incorporation of English alongside French as foreign languages for third-year primary school pupils. In this regard, the aim of this paper is to assess the integration of English in primary schools after two years of execution. To reach this aim, a mixed-method research was carried out using teachers’ questionnaire and classroom observation during and after the training. Accordingly, the data presented demonstrated that the integration of English in primary schools is an addition to the Algerian education. It has had positive results since its first attempt. Yet, it has some gaps that need to be considered in the upcoming endeavors such as the recruitment criteria, timing and period of training, and supervision sessions that would certainly improve the teaching quality