Résumé:
Recently introduced in primary schools, the English language is gaining increasing significance in Algeria’s educational landscape. In this context, the present study investigates the pedagogical challenges faced by EFL teachers in teaching English to primary school learners in Jijel. This descriptive study employs a qualitative methodology involving semi-structured questionnaires and non-participant classroom observations. Additionally, the study sample includes seven EFL teachers and their learners from various primary schools in Jijel.
The findings revealed multiple challenges affecting English language instruction at this level,including a lack of effective teaching materials, insufficient professional development and teacher training for teaching young learners, curriculum misalignment with cognitive abilities,and time constraints. Moreover, teachers reported that learners face difficulties transitioning from French to English. Despite these obstacles, EFL teachers adopted various strategies to support their students’ engagement. The study underscores the urgent need for systematic reforms to improve English language education at the primary level.
