Challenges of Teaching English as a Foreign Language to Third Year Pupils of the Algerien Primary Schools

Abstract

This thesis explores the challenges linked to teaching English as a foreign language (EFL) to third-year primary school pupils in Algeria, a setting characterized by linguistic diversity and recent educational reform. The investigation adopts a qualitative approach that integrates both theoretical and empirical dimensions to offer a holistic understanding of the pedagogical and institutional obstacles facing early English language instruction. The theoretical section reviews key concepts in language learning , the benefits and principles of early foreign language learning, and international best practices. It also examines the specific Algerian educational context, particularly the implications of introducing English in a system where Arabic and French are already predominant. The empirical aspect of the research is based on s questionnaire with primary school EFL teachers, whose responses reveal notable challenges such as insufficient teacher training, lack of suitable teaching resources, inadequate class time, large class sizes, and limited institutional support. These findings highlight a substantial gap between the aims of national education policy and the realities encountered in the classroom. The study concludes that while the early introduction of English aligns with international trends and national aspirations, its successful implementation requires targeted reforms in teacher preparation, curriculum design, and resource allocation. This research contributes valuable insights for educators, policymakers, and researchers seeking to enhance the effectiveness of English language education in Algerian primary schools.