| Titre : | The Challenge of Teaching English in Parallel with French in Saida Primary Schools A Case Study of Third-year Pupils at Saida Primary Schools |
| Auteurs : | Aicha KHADARI, Auteur ; Dr. K. ABDELLAOUI, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 99p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Challenges, English, Foreign languages, Primary school, Simultaneously, Teachers. |
| Résumé : | Recently, the Algerian government has witnessed a complete transformation in language policy, which introduced English language instruction alongside French for third-grade pupils. Learning two foreign languages simultaneously is an interesting challenge for teachers and students together. This study pinpointed the key challenges and factors that influence how English is taught in Saida primary schools. Additionally, it offers practical solutions to enhance the clarity and effectiveness of proving academic performance. Thus, it also aims to investigate the numerous challenges that arise from primary school teachers of Saida when teaching English in parellel with French in primary schools. To achieve the mentioned aims, a mixed-method approach was adopted by the researcher, in which, a teacher's questionnaire, a classroom observation, and an interview were incorporated as data collection tools. Findings revealed that the study found that teaching English in Saida primary schools faces several challenges, including a lack of specialized training, insufficient resources, varying students language proficiency, time constraints, and mother tongue influence. To obviate these problems, a series of recommendations were suggested by the researcher. |
| Note de contenu : |
Table of content
Declaration of originality......................................................................................................II Dedication...............................................................................................................................III Acknowledgements................................................................................................................IV Abstract....................................................................................................................................V List of contents........................................................................................................................VI List of tables............................................................................................................................XI List of figures........................................................................................................................ XII List of appendices................................................................................................................XIII List of abbreviations............................................................................................................XIV General introduction..............................................................................................................02 Chapter One: Literature review............................................................................................05 1.1. Introduction......................................................................................................................08 1.2. LanguagePolicy and Language Planning......................................................................08 1.2.1. Corpus Planning................................................................................................. 10 1.2.2. Status Planning...................................................................................................10 1.2.3. Acquisition Planning.......................................................................................... 10 1.2.4.Prestige Planning..................................................................................................10 1.3. Glimpse on Algerian educational system.......................................................................11 1.3.1. Primary Education..............................................................................................11 1.3.2. Secondary Education.........................................................................................14 1.3.3. Higher Education................................................................................................15 1.3.4. Vocational Education..........................................................................................15 1.4. The Status of English in Algeria: Policies and reforms..............................................15 1.4.1. ELT in primary school level............................................................................16 1.4. 2. ELT in middle school level..............................................................................17 1.4.3. ELT at Secondary Level..................................................................................17 VII 1.4. 4. ELT at tertiary education Level.........................................................18 1.5. Second Language Acquisition: Krashen’s Theory......................................................18 1.5.1. The Acquisition/Learning hypothesis...............................................................19 1.5.2. The natural order hypothesis............................................................................20 1.5. 3. The Monitor Hypothesis...................................................................................20 1.5.4. The Input Hypothesis.......................................................................................21 1.5.5. The Effective Filter Hypothesis.......................................................................21 1.6. Bilingualism.....................................................................................................................21 1.6.1. Bilingual education model.......................................................................................22 1.6.1.1. The Common Underlying Proficiency model of bilingualism (CUP)....................23 1.6.1.2. The Separate underlying proficiency model of bilingualism (SUP) ......................24 1.7. Factors affecting EFL learning / teaching English in primary school.......................25 1.7.1. The social Factor.................................................................................................26 1.7.2. The age factor......................................................................................................27 1.7.2.1. Critical Period Hypothesis (CPH)................................................................27 1.7.2.2. Cognitive development in early childhood..................................................28 1.7.3. The psychological factors................................................................................29 1.7.3.1. Anxiety.........................................................................................................29 1.7.3.2. Motivation and Attitudes.............................................................................30 1.7.3.3. Input and Interaction....................................................................................30 1.7.3.4. Classroom Management...............................................................................31 1.7.4. The pedagogical Factors...............................................................................................32 1.8. The Challenges of Teaching English in Primary School..............................................33 1.8.1. The Internal challenges...........................................................................................33 VIII 1.8.1.1. Pedagogy competence.........................................................................................33 1.8.1.2. Motivation...........................................................................................................34 1.8.1.3. Identity................................................................................................................35 1.8.2. The External challenges.........................................................................................35 1.8.2.1. The textbooks.....................................................................................................35 1.8.2.2. Teachers proficiency..........................................................................................36 1.8.2.3. Class size............................................................................................................36 1.9. Conclusion.........................................................................................................................37 Chapter Two: Research Methodology..................................................................................38 2.1.Introduction.......................................................................................................................40 2.2. Research Methodology....................................................................................................40 2.2.1.Mixed Methods Research........................................................................................40 2.2.1.1.Qualitative Research.....................................................................................40 2.2.1.2.Quantitative Research...................................................................................41 2.3. Research Population........................................................................................................41 2.4. Research Sample .............................................................................................................42 2.5. Research Setting...............................................................................................................42 2.6 Research Instruments......................................................................................................42 2.6.1. Questionnaire........................................................................................................43 2.6.1.1. Aim of Teachers Questionnaire.................................................................43 2.6.1.2. Objectives of Teachers Questionnaire.......................................................43 2.6.1.3. Description of the Teachers' Profile.................................................................44 2.6.1.4. Description of Teachers Questionnaire............................................................44 2.6.2. Observation..............................................................................................................45 IX 2.6.2.1. Aim of Classroom Observation........................................................................45 2.6.2.2. Description of Classroom Observation……...........................……….............45 2.6.3. Interview………………………………….............................………….................46 2.6.3.1. Aim of interview………………................................………………..............46 2.6.3.2. Objectives of the interview…………...............................…………...............46 2.6.3.3. Description of the Inspectors and the Teacher Trainer Profil………..............47 2.6.3.4. Description of the Interview………….................................……………......47 2.7. The limitation of The Study………………………..……...................................……...48 2.8. Conclusion……….............................………………….……………………….......……48 Chapter Three: Data Analysis and Interpretation.............................................................50 3.1.Introduction………..……………..........................................……………………….......52 3.2.Findings…..………………………….........................................…………………….......52 3.2.1. Teachers‘ Questionnaire…..................................………………………….........52 3.2.2. Observation……........…….......................................………………………........72 3.2.3. The interview………..................................................……………………..........73 3.3. Discussion and Interpretation of the Findings..............................................................75 3.4. Suggestions and Recommendations……………………......................................……..81 3.5. Conclusion……………………………………………...................................…………..82 General conclusion……………………………………………...................................….......84 References…………………………………………………...................................…........….87 Appendix A: Teachers' questionnaire……………………....................................…….......93 Appendix B: Interview………………………………………................................................97 ................................................99...............................................................المستلخص |
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