Résumé:
The present research investigates Algerian EFL teachers’ perceptions of the simultaneous
learning of English and French in primary schools, after three years of instruction. The study
further explores the perceived benefits and challenges, as well as the pedagogical practices
adopted by teachers. To meet these research aims, the study adopted a pragmatic research
paradigm, which emphasizes practical problem-solving and integrates both theoretical and
empirical perspectives to better understand real-world educational contexts. A 25-item
questionnaire was distributed to 59 English teachers in public primary schools. A total of 39
responses were obtained in print by visiting 35 schools, while 20 responses were collected
online via a Google Form shared in a Messenger group of primary school teachers based in
Jijel. Teachers’ perceptions varied depending on the aspect examined. The findings revealed
that most teachers perceive the concurrent introduction of English and French in Year 3 as
appropriate and beneficial. Teachers reported increased pupil motivation, a growing ability to
distinguish between English and French, and supportive cross-linguistic transfer. However,
they also expressed concerns about insufficient instructional time, limited resources, and
pupils’ persistent difficulties with pronunciation and writing. Although over half of the
teachers adapted their teaching methods, many highlighted the need for training and materials
tailored to bilingual classrooms. The results suggest that while teachers perceive the reform
positively, they emphasize the need for targeted support and resources to ensure success.
Based on these findings, pedagogical recommendations and suggestions for future research
are proposed.
