Socio-Psycholinguistic Study of Children’s English Language Learning at the Third-Year Level of Primary Schools in Tlemcen, Algeria

Abstract

This study examines the implementation of English at the third level in Algerian primary schools, focusing on children's learning of English. It explores the sociolinguistic aspects of the Algerian community and looks at the psycholinguistic side of children's learning, including language contact phenomena, child development factors, and learning strategies. The findings highlight the strengths and challenges of English language teaching and provide insights into children's learning strategies and factors influencing language acquisition. Recommendations are made for curriculum development, teacher training, and effective teaching methods to promote language skills and diversity. Opportunities for future research are also identified.