M1didactics Larbi-Aissa Rahil Mokhtari khadidja
Topic: Exploring the impact of teaching English alongside French on English language
development in Algerian Primary schools
Article1: LADJEL K, (2023):Multilingualism In Algerian Primary Schools : Unveiling Its
Role As ABarrier Or An Advantage. ASJP .V8(4). Pp: 341-355
https://num.univ-msila.dz/DWE/public/attachements/2024/01/11/multilingualism-in-
algerian-primary-schools-unveiling-its-role-as-a-barrier-or-an-advantagepdf-
z315n15n1704993706.pd
Summary 1:
Ladjel (2023) explains how multilingualism in primary schools influences pupils’ language
skills and cognitive growth using mixed method research design with 85 pupils of the third
grade level from 1st November Primary School Msila in addition to language teachers from
the same school, the study found that Multilingual individuals have stronger language skills,
including better vocabulary, metalinguistic awareness, and processing abilities.
Article 2 : SAOUDI .F, ( 2022 ) :Implementing English as the first foreign language in the
primary cycle in Algeria : Attitudes , Procedures and Challenges . V 10( 2). Pp: 999-1025.
https://www.researchgate.net/publication/
373683834_Implementing_English_as_the_First_Foreign_Language_in_the_Primary_C
ycle_in_Algeria_Attitudes_Procedures_and_Challenges?utm_source=chatgpt.com
Summary 2 :
Faycal Saoudi’s study (2022) highlights the implementation of English as the first foreign
language in Algerian primary schools instead of French. Using a sample of 34 teachers from
two primary schools, it examines their attitudes and suggestions for a smooth transition. The
study employs a mixed-method research design and the findings show strong teacher support
for English and provide effective implementation strategies.
Paraphrasing:
1-Original text:
"The efficiency of bilingual education is that accumulated knowledge and learned skills
in one language are transfer to the other language. The transfer is exponential when
languages are typologically close to each other. For example, the similarities between the
languages facilitate the learning of the vocabulary. As far as the Algerian context is
concerned, learning English as an L3 may pose problems to some learners since Arabic
and English are typologically distant. Yet, the sociolinguistic situation of Algeria reveals
that in addition to the mother tongue, French is the second most spoken language in the
country." (NEGADI M ,2015)
The effectiveness of bilingual education lies in the ability to transfer acquired knowledge and
skills from one language to another. This transfer occurs more rapidly when the languages
share typological similarities, making vocabulary acquisition easier. In the Algerian context,
learning English as a third language can be challenging for some students due to the
significant linguistic differences between Arabic and English. However, Algeria’s
sociolinguistic landscape shows that, alongside their native language, many people widely
speak French as a second language. ( NEGADI. M ,2015)
2- Original text :
" Multilingualism in primary schools has emerged as a crucial topic in contemporary
educational discourse. As societies become more interconnected and culturally diverse,
the significance of integrating multilingual education in primary settings has grown. "
(TOBBI. S, 2024)
The importance of multilingualism in primary schools has become a key subject in modern
educational discourse.As societies grow more interconnected and culturally diverse, the need
to incorporate multilingual education at the primary level has increased. (TOBBI. S, 2024)
Synthesizing :
Learning foreign languages at an early age remains a contentious issue, as opinions on its
impact vary significantly. On the one hand, early exposure is often hailed as a key to success
and a solution to challenges in language education (Nikolov and Mihaljević Djigunović, 2006:
234). But, it is sometimes perceived as a potential threat to first language development and
identity. Nevertheless, various researchers have contributed to this debate, offering insights
from different perspectives. For instance, Cummins (1979) and Klein (1995) emphasize the
cognitive and linguistic benefits of early language learning, while Sanz (2000), Valencia and
Cenoz (1992), and Hoffman (2001) caution against possible negative effects on native
language proficiency and cultural identity. Therefore, it is crucial to consider both the
potential advantages and drawbacks when implementing early foreign language education
especially in the case of teaching English alongside French because they have substantial
number of cognates and comparable grammatical patterns.
