Examining the Implementation of English in Algerian Primary Schools: Perceptions, Challenges, and Practices The Case Study of Third-Year Pupils and Teachers of Primary Schools Khenchela

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Abstract Teaching English as a foreign language has always been important, and lately, it has affected Algeria's educational system specifically. Teaching English to primary school students in Algeria can be difficult for both EFL teachers and students. This study investigates the recent implementation process of English language instruction in Algerian primary schools in view of perceptions, challenges, and actual practices. The research focuses on the experiences of both teachers and pupils. A mixed-methods approach was employed, utilizing questionnaires distributed to 15 English language teachers from 15 different primary schools in Wilaya of Khenchela, a questionnaire carried out with 39 pupils from two primary schools, and a follow-up interview conducted with 10 teachers. The findings revealed a positive overall attitude towards English language learning among both pupils and teachers. so, the implementation of English is considered a beneficial decision. However, this implementation faces obstacles, including a lack of readily available teaching materials, which necessitates teacher adaptation and resource creation. Additionally, the absence of ultimate guidance throughout the teaching journey, large class sizes and limited instructional time presented major challenges to achieving effective and efficient learning outcomes. The research concluded with recommendations aimed at fostering a successful English language teaching and learning environment in Algerian primary schools such as introducing efficient instructional materials, reducing the number of pupils in the classroom, and providing teachers with the needed training. Keywords: EFL; Teachers; Challenges; Pupils; Perceptions; Practices; Primary School.