At the Crossroads of Integrating English in the Primary Schools: Parents’ Attitudes, Challenges and Impacts
| المصدر: | مجلة الممارسات اللغوية |
|---|---|
| الناشر: | جامعة مولود معمري تيزي وزو - مخبر الممارسات اللغوية |
| المؤلف الرئيسي: | Imerzoukene, Sonia (Author) |
| المجلد/العدد: | مج14, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2023
|
| الشهر: | ديسمبر |
| الصفحات: | 344 - 363 |
| DOI: |
10.35269/1452-014-002-018 |
| ISSN: |
2170-0583 |
| رقم MD: | 1445609 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
EFL | Third Year Primary Schools | Attitudes | Challenges | Impacts
|
| رابط المحتوى: |
عدد مرات التحميل
1
| المستخلص: |
The question of integrating English in the Algerian primary school instead of its current state (middle school) is being asked since years ago. This year, the ministry of education has officially declared that children will start learning English from the third year primary school on September 2022. However, having a glance at the Algerian sociolinguistic situation, historical language background and the languages learned and serve as a tool for education, such issue would raise a set of attitudes, challenges and impacts on both learners, teachers, parents and social and professional needs. This article aims to shed light on parents’ attitudes, challenges and impacts of such decision. The targeted parent-respondents from two different regions: Bejaia and Tizi-Ouzou. |
|---|---|
| ISSN: |
2170-0583 |
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