Teachers Attitudes Towards Teaching English Language In Algerian Primary Schools

Résumé: Abstract Teaching and learning English have undoubtedly become a widespread educational practice all over the world. The aim of the study is to explore teacher’s attitudes towards teaching the English language in the primary schools. Also, the purpose is to investigate teachers point of view about teaching English in the Algerian primary schools. After analysing the data qualitatively, the main findings clearly show that the majority of teachers positively welcomed the inclusion of English as a school subject in primary education rather than delaying it until the middle school. However, a minority of participants demonstrated a negative attitude expressing their preference to teach both French and English to learners in primary schools. During the last decade, new efforts have aimed at improving foreign language education in our country. English as a foreign language has also witnessed a great interest. Indeed, teaching EFL requires urgent initiatives because of the evolution of the world scientifically and economically. Thus, this change implies to question again the educational system concerning the second foreign language in Algeria: English. Furthermore, children today are entering a new era of science and technology, as English is acknowledged to be the language of science, it might help them be sally involved. Indeed, the teaching of English as a foreign language is now necessary in primary schools. The implementation of English has brought along the need to establish clear objectives that are different to the ones traditionally assigned to intermediate or secondary schools. Teaching and learning English has undoubtedly become a widespread educational practice all over the world. The aim of the study is to explore teachers attitudes towards teaching the English language in the primary schools. Also, the purpose is to investigate teachers point of view about teaching English in the Algerian primary schools. After analyzing the data qualitatively, the main findings clearly show that the majority of teachers positively welcomed the inclusion of English as a school subject in primary education rather than delaying it until the middle school. However, a minority of participants demonstrated a negative attitude expressing their preference to teach both French and English to learners in primary schools.

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