DOI: https://doi.org/10.36719/2706-6185/52/151-156
Samira Rabehi
Mohamed Lamine Debaghine University of Sétif 2, Algeria
https://orcid.org/0009-0009-0572-7462
s.rabehi@univ-setif2.dz
What Writing Practices When English Influences French in
Algerian Primary Education?
Abstract
The school is, by definition, the institution where foreign language teaching develops and modernizes to adapt, as it should, to social changes in the era of globalization. However, it should be noted that the coexistence of two and/or multiple languages leads the learner, particularly in Algeria, to make errors stemming from cross-linguistic interference between French and English in primary education. After analyzing lexical errors made in 24 written production samples from 4th-year primary students, it appears that this cross-linguistic influence is due to the similarities existing between French and English, both of which are foreign languages taught simultaneously since the 3rd year of primary school. This growing cross-linguistic phenomenon has led us to suggest solutions that could reduce its impact and motivate the learner to write.
Keywords: cross-linguistic transfer, English, French, learners, primary cycle