Challenges of Teaching English as a Foreign Language to Third Year Pupils of the Algerian Primary School – The Case of Primary School Teachers of English in Ghardaia

Abstract

This dissertation investigates the challenges faced by primary school teachers in teaching English to third-year pupils and explores the strategies and pedagogical approaches used to overcome these challenges. The study aims to provideinsights into the specific difficulties encountered in English language instruction at this stage of primary education and to offer practical recommendations for enhancing the teaching and learning experience. A mixed-methods approach was employed in the research methodology, combining surveys and classroom observations. Data was collected from a diverse group of teachers working with third-year pupils in various primary schools in the province of Ghardaia, and who were newly assigned during the academic year 2022-2023. The analysis of the data involved both qualitative and quantitative techniques to provide a comprehensive understanding of the challenges and effective practices.The findings reveal several significant challenges faced by teachers in teaching English to third-year pupils. These challenges include limited vocabulary acquisition, difficulties in sentence formation and grammatical structures, low motivation and engagement, and varying levels of language proficiency among students. The study identifies the underlying factors contributing to these challenges, such as inadequate resources, large class sizes, and limited instructional time.To address these challenges, teachers employ various strategies and pedagogical approaches. These include the use of interactive and engaging activities, differentiated instruction to cater to diverse learning needs, incorporating technology and multimedia resources, and fostering a supportive and inclusive classroom environment. The study highlights the importance of teacher professional development and collaboration in effectively implementing these strategies.The implications of the findings suggest the need for curriculum enhancements, resource allocation, and support for teachers in effectively teaching English to third-year pupils. This study contributes to the existing literature on English language education in primary schools and provides practical insights for policymakers, curriculum developers, and educators to improve the quality of English instruction in the third-year level.