Impact of Multilingualism on Algerian Fifth-Grade Primary School Pupils' Language Proficiency and Cognitive Development

Abstract

Abstract : This study investigates the impact of multilingualism on language proficiency and cognitive development among fifth-grade pupils in Algerian primary schools. Utilizing a mixed-method research design, the study integrates quantitative data from teacher questionnaires and pupil language proficiency tests with qualitative data from classroom observations. The sample comprised 326 pupils and 45 teachers from primary schools in Biskra, Batna, and El Oued, selected through convenience sampling. The findings reveal that multilingual education significantly enhances pupils' linguistic and cognitive abilities, with notable improvements in vocabulary acquisition, grammar structure, and pronunciation across Arabic, French, and English. Classroom observations highlighted the positive influence of multilingualism on cognitive skills such as problem-solving, critical thinking, and cognitive flexibility. Teacher attitudes toward multilingual education were largely positive, emphasizing the benefits for linguistic development and cognitive growth, although challenges related to resources and training were noted. Recommendations include providing teachers with training in multilingual pedagogy, ensuring access to multilingual resources, and developing comprehensive language proficiency assessments. Keywords: Multilingualism; language proficiency; cognitive development; Algerian primary schools; teacher attitudes; mixed-method research.