Language Influence on Pupils' Pronunciation: Simultaneous Learning of French and English in Third-Year Primary level at Toumi Mohammed Primary School in Naama

Abstract

The Algerian educational system has recently been modified and more attention has been given to teaching foreign languages, mainly English. The position of English has changed from a subject taught in middle schools to one introduced in primary schools, where French forms part of the curricula. Therefore, pupils are required now to learn two foreign languages simultaneously«French and English». The present study aims to find out whether or not this experience has been successful so far, the present work aims to fill this gap by examining the need to teach foreign languages at an early age the importance of pronunciation, and the factors that affect the correct pronunciation, the anticipated hindering teaching the simultaneous learning of two languages for the Third Year Primary school pupils is successful in Algeria, and the effective methods to face any challenges when acquiring the French and English languages simultaneouslyand parents point of view due to the misterial decision. The study employs a mixed-method approach, using questionnaires to gather data from teachers, parents, and pupils, and classroom observation. The findings suggest that while early exposure to foreign languages can benefit students cognitively, the concurrent teaching of English and French presents challenges, particularly in pronunciation due to language interference and pedagogical factors. Effective teaching strategies, such as multisensory activities and direct instruction, are recommended to reduce these challenges. The study also explores parents' attitudes toward the policy change, revealing a range of views influenced by their educational backgrounds. The research concludes with suggestions for curriculum design and support systems to enhance pronunciation acquisition in the bilingual learning environment.