Teachers’ Perceptions towards Teaching English through Competency Based Approach for Third Year Primary School Pupils.

Abstract

The educational landscape in Algeria has undergone significant reforms, including introducing English as a new language in primary school curricula, alongside adopting the competency-based approach as a learner-centered pedagogical model. The integration of English language curricula in Algerian primary schools aims to equip the new generation with proficiency in this globally prevalent language. The present study aims at investigating the teachers’ perceptions about the competency-based approach in teaching English for primary schools learners, and shedding light on the most common challenges that teachers encounter during the teaching process. In order to achieve these aims, the study employs a mixed-model approach consisting of a teachers' questionnaire and a classroom observation during the implementation of this approach and its principles in classroom practices. The research was conducted with a sample of 42 EFL teachers at Mila. The obtained results reveal that while most teachers demonstrated a theoretical understanding of the competency-based approach and its principles, they faced significant challenges in effectively applying them in practical classroom settings. At the end of this work, some pedagogical recommendations are suggested for a better implementation of the competency-based approach and its principles in teaching EFL for primary school learners.