Résumé:
Learning multiple languages entails both challenges and benefits in various aspects of life. Therefore, juggling multiple language systems can be mentally demanding. The present study aims to investigate the difficulties of learning French and English simultaneously in the Algerian primary schools. It was assumed that learners encounter challenges related to pronunciation, vocabulary acquisition, grammar, and motivation as a result of the effect of French on English. A mixed-method approach has been adopted, using a classroom observation and a questionnaire to collect data. The classroom observation was conducted with two classes of third-year primary school pupils at “Boufaroom Brothers” primary school; aiming to identify the difficulties learners encounter during the lessons. For the same aim, a questionnaire was distributed to eight teachers of English, and the same version was translated and submitted to eight teachers of French from different primary schools in Jijel to support the study and determine the impact of one language on the other
