Algerians’ Attitudes Towards Teaching the English Language at Primary Schools: Rahal BENAOUDA Primary School as a Case Study

Abstract

Abstract: The present research study describes the main aspects of implementing the English language in the Algerian primary school. It focuses on the requirements, and the challenges faced by educators at the mentioned level. The research method adopted in this study is descriptive to discover the challenges and requirements for such an initiative. Moreover, the study is based on both quantitative and qualitative approaches. Data was gathered through the questionnaire and interview. The study on the one hand aims at identifying parent’s attitudes towards introducing teaching English at primary schools in Algeria. The findings showed a significant number of the informants who strongly agreed that English should integrated into Algerian primary schools. However, introducing English as a second language faces challenges, including a lack of trained teachers and adequate resources. Many teachers are not fluent in English themselves, making it difficult for them to teach the language to students effectively. Additionally, there is often a shortage of materials and resources such as textbooks and audio-visual aids, making it difficult for teachers to deliver engaging and interactive lessons, less than one hour per week is not sufficient to learn a new foreign language from scratch and the disruptive behaviour child’s behavior become common challenges for the teacher to teach English, disruptive child behavior is detrimental to the community because it interferes with the learning process for other children. The implementation of English in primary schools in Algeria requires continuous effort and investment. While there are challenges, the government's commitment to improving language proficiency and preparing children for the globalized world is a positive step towards a brighter future. Keywords: Attitudes, Challenges, English Language Teaching, primary school, pupils