Addressing English Language Teaching Hurdles Encountered by Primary School Educators in Algeria

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