Abstract:
This research explores the influence of French as a second language on teaching and learning English in Algerian primary schools, with a particular focus on the bilingual experiences of fourth-grade students. Recognizing the unique linguistic context in Algeria, where French often precedes English in the curriculum, the study investigates how students’ proficiency in French affects their English learning process and how teachers adapt their instructional methods accordingly. Adopting a mixed-methods approach, the study combines quantitative data from a parent questionnaire with qualitative insights from interviews conducted with both English and French language teachers. The inclusion of parents’ perspectives offers a more holistic view of the students’ linguistic environment and highlights the role of the home in supporting language acquisition. Findings reveal that French proficiency significantly facilitates English learning by promoting vocabulary recognition, grammatical awareness, and general language learning strategies. Teachers also report using French strategically to clarify complex English concepts and to build on students’ prior linguistic knowledge. Moreover, the study uncovers a collaborative dynamic between French and English teachers aimed at enhancing bilingual education practices. Ultimately, the research emphasizes the importance of valuing learners’ existing language skills and adapting pedagogical approaches to reflect students’ multilingual realities. It calls for educational practices that not only acknowledge linguistic transfer but also empower both teachers and learners in multilingual classrooms.
