Teaching English as a Foreign Language in Early Childhood Education Investigating Teachers’ Challenges and advantages The Case of Third Year Primary School Teachers in Tebessa

Abstract

The integration of English language into Algerian primary schools represents a significant advancement, given its status as a global lingua franca and the benefits of early EFL (English as a foreign language) learning. However, this transition poses various challenges. Thus, this research delves into the obstacles encountered in teaching and learning EFL in Tébessa primary schools. The study aims to address the research questions concerning teachers perceptions about the integration of English as a foreign language in primary schools in Algeria, teaching materials, the lack of experience. Also, it aims to prove the research assumptions about the integration of English in the Algerian primary schools is challenging for EFL teachers, there is a set of challenges faced by teachers including time management, lack of experience, and lack access to age-appropriate, culturally relevant teaching materials for EFL instruction.This exploratory research address the research questions and assumptions by employing mixed-method approach, including a questionnaire submitted to 20 primary school English teachers in Tebessa, and an interviews conducted with 2 teachers within the same sample, gathering both qualitative and quantitative data. The findings reveal both positive perceptions and significant challenges faced by teachers, including time constraints, inadequate teaching materials, lack of ICT integration, and classroom management issues. Despite these obstacles, teachers generally view the integration positively and recognize its benefits. The study emphasizes the need for improvements in teacher training, resources, and curriculum implementation to optimize the learning experience for young learners, ensuring a more effective integration of EFL instruction in primary schools.