أطراس
Volume 6, Numéro 2, Pages 35-49
2025-07-15

Addressing English Language Teaching Hurdles Encountered By Primary School Educators In Algeria



Authors : Grini Dallal . Benrabah Boumediene .

Abstract

The global significance of English has led to its implementation in numerous countries’ educational systems, including Algeria. Admittedly, English has been recently integrated as a subject matter within the overall curriculum at the level of primary schools. Such an endeavor has opened doors for more employment opportunities for university graduates across the country. However, the teaching process seems to be challenging and enthusiastic in parallel views. This study attempts to investigate the main challenges faced by EFL teachers in primary schools, the linguistic, psychological, and social parameters impediments, and point out the possible solutions to implement for the sake of making the process sufficiently acceptable as the initiative is still in the making. For ample data on the given situation, both qualitative and quantitative research approaches have been adopted through an online questionnaire dedicated to 57 primary school teachers of English in Algeria. The findings revealed that most teachers have: 1) limited professional training, 2) lack of teaching experience, 3) deficiency in appropriate instructional aids, 4) children’s parental involvement issues, and 5) classroom management problems. As for the possible solutions, it was recommended to organize workshops, and peer observation for the teachers’ professional development, provide schools with adequate instructional materials, and involve the parents in their children’s learning process. The teachers should manage the classroom inspirationally for the learners, creating a safe and enthusiastic environment through active communication, and fun activities that help pupils attain their English learning goals.

Keywords

English in Algeria ; teaching challenges ; English in primary schools ; professional development

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