Investigating the Problems and Challenges of Teaching English in Primary School in Algeria The Case of Third- Year Teachers and Pupils at the Primary Schools in Sidi Okba

Abstract

Teaching English in the early stages has become essential due to its global status. Algeria government made the decision to shift from using French as its first foreign language to using English instead. This study aimed to identify the challenges of teaching English in elementary school. It sought to shed light on the most crucial problems and obstacles that teachers face during their first year of teaching English especially in the absence of proper supervision and without prior training. Additionally, it aimed to understand the problems that pupils encounter in learning English at an early age. To investigate the problem at hand, two semi-structured questionnaires were administered to a sample of thirty pupils (30) selected randomly from various schools in Sidi Okba, as well as seven teachers (7) from the same area. The analysis of the questionnaire revealed that both teachers and pupils recognize the significance of the English language and the need for pupils to learn it at a young age. However, they face challenges due to the age of the children they were teaching. According to them, the teaching process is affected by the absence of pre-service training and in-service training and the educators' lack of experience in the field of education in addition to the absence of teaching material. Based on the questionnaire results, recommendations were proposed for teachers and pupils