A Comparative Analysis of Modern Standard Arabic and English Instruction in Algerian Primary School: Opportunities and Obstacles

Abstract

This study investigates the growing role of English as a Medium of Instruction (EMI) in Algerian primary schools, contrasting it with Modern Standard Arabic (MSA), a language often perceived as a second language by students due to their predominant use of Algerian Arabic (Darija) at home. Through a comparative analysis of pedagogical approaches, the study highlights systemic challenges, including disparities in teacher training, resource allocation, and leaners engagement between EMI and MSA classrooms. Findings reveal tensions between Algeria’s commitment to MSA as a national language and the increasing demand for English proficiency in global and economic spheres. The study proposes targeted reforms, such as scaffolding MSA instruction through Darija, enhancing EMI teacher preparedness, and rebalancing curricular priorities to align with learners’ linguistic realities and socioeconomic needs. By contextualizing these issues within postcolonial language policy debates, this research offers insights for multilingual education systems navigating similar divides between local identity and global competitiveness.