Interactive and Pedagogical Challenges Faced by Primary School Teachers Instructing Simultaneously English and French: A Case Study of Third-Year Pupils.

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GENERAL INTRODUCTION CHAPTER ONE: Cognitive and pedagogical challenges in bilingual Education in Algerian primary schools Introduction I.1. Impact of learning two foreign languages on memory and learning processes I.2. Language proficiency and cognitive Flexibility I.3. Pedagogical challenges 1.3.1. Teaching strategies for Dual Language instruction 1.3.1.1 Instructional materials and Resources 1.3.1.2.Teacher training and professional Development 1.3.2.Classroom management and student Engagement 1.3.2.1.Balancing instructional time between two languages I.3.2.2.Teacher Training and Professional Development 1.3.2.3.Integrating culturally relevant materials 1.3.2.4.Strategies for engaging students in bilingual setting 1.3.3.Instructional Materials and Resources 1.3.3.1.Availability and quality of bilingual instructional materials I.3.3.2.Development and adaptation of resources for bilingual education 1.3.3.3.Access to digital and multimedia resources I.4.1. Evolution of bilingual education in Algeria I.4.2.Current linguistic landscape and societal attitudes I.5.1.Overview of educational policies promoting bilingualism I.5.2.Comparison of urban and rural educational contexts 1.5.3. Programmes targeting cognitive skills development I.5.3.1. Enhancement Activities for Memory I.5.3.2. Cognitive support in improving language learning outcomes I.5.3.3.Investment in teacher training and development I.6. Ensuring the availability of high-quality instructional materials I.7. Innovative teaching practices and technology integration I.8. Policy recommendations I.8.1. Development of consistent and supportive educational policies 1.8.2.Strategies for equitable resource allocation Conclusion CHAPTER TWO: Addressing Cognitive and Pedagogical Challengesin Foreign Language Learning Introduction II.1. Cognitive Obstacles in Foreign Language Acquisition II.1.1. Theories of Cognitive Development in Children II.2.2. Cognitive Load Theory II.2.3. Memory and Language Learning II.2.4.Bilingualism and Multilingualism II. 1 Pedagogical Obstacles in Foreign Language Instruction II.3.1.Teaching Methodologies for Young Learner II.3.2.Classroom Management and Instructional Strategies II.3.3.Curriculum Design and Implementation II.3.4. Assessment and Evaluation in Language Learning II.2Dual Language Instruction: English and French in Primary Schools II.4.1. Historical and Contemporary Perspectives II.4.2. Cognitive Implications of Learning Two Languages Simultaneously II.4.3. Pedagogical Challenges in Dual Language Instruction II.4.4. Case Studies and Best Practices II.3Third-Year Pupils’ Proficiency in English and French II.5.2. Factors Influencing Proficiency Levels II.5.3. Measurement and Analysis of Proficiency II.5.4. Comparative Studies on Proficiency in English and French II.4Strategies to Overcome Cognitive and Pedagogical Obstacles II.6.1. Cognitive Strategies II.6.2. Pedagogical Strategies II.6.3. Professional Development for Educators II.5Summary and Synthesis Conclusion CHAPTER THREE: FIELD WORK I.Introduction II.Methodology A. Research Design B. Participant C. Instruments And Materials D. Procedures E. Data analysis III. Results IV.Discussion V.Conclusion

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