Benefits and Drawbacks of Early Childhood Bilingualism in an Algerian Speech Community: Case of MSA and French of Third Year Primary School, Maghnia, Tlemcen (Algeria)

Abstract

This study explored early childhood bilingualism in an Algerian speech community, examining the linguistic situation of bilingual children, the impact of bilingualism on their competence and performance, and parents' perspectives on bilingualism in early childhood. Data were collected through a questionnaire administered to parents and classroom observations of third-year primary school children learning French as a second language and Modern Standard Arabic as an official language. The results indicated that parents, predominantly females, had a high level of education and recognized the value of foreign languages in their children's education. Most children spoke Dialectal Arabic at home, while parents expressed a strong interest in teaching their children foreign languages. Bilingualism positively influenced children's cognitive and linguistic performance, although some faced difficulties in language acquisition. Parents recognized the benefits of bilingualism, including cultural awareness and improved career prospects, while acknowledging challenges such as language development and code-mixing difficulties. Classroom observations revealed varying levels of proficiency and confidence in using French and Mother Standard Arabic, with girls exhibiting higher participation and motivation. The study underscores the importance of parental involvement, effective language instruction, and the integration of technology to support early childhood bilingualism in Algerian speech communities.