People’s Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research
Mohamed Boudiaf University, M’sila

Faculty of Letters and Languages
Department of Foreign Languages N°:.......................

Domain: Foreign Languages
Stream: English Language
Option: Didactics

Teachers' Pedagogical Perceptions and Practices on the Use of L1 in EFL Learning in Primary Education: A Case Study of Primary School Teachers of English in Msila, Algeria.

Research Proposal Submitted to the Department of English in Partial Fulfillment of the Requirements for the Degree of Masters in Didactics

Supervisor:
Dr. Aboubakr HAMOUDI

Candidates:
K    B 
M    H

June 2025

Introduction 
Teaching English as a Foreign Language (EFL) is a critical component of global education, as English is widely recognized as a lingua franca and a valuable tool for international communication. In primary education, EFL teachers face the challenge of fostering language acquisition and communication skills development in a diverse range of learners. One of the key aspects of EFL instruction is the use of language, particularly the role of learners' first language (L1) in the classroom. Pedagogical perceptions and practices related to the use of L1 in EFL learning contexts are complex and multifaceted, with varying approaches and strategies employed by educators around the world.
While research has explored the experiences of EFL teachers in various contexts, there is a need for a more nuanced understanding of the perceptions and practices of primary school teachers in specific regions, such as Msila, Algeria. This study aims to address this gap by investigating the pedagogical perceptions and practices of primary school teachers of English in Msila, Algeria, regarding the use of L1 in EFL learning. By examining the experiences and perspectives of these educators, this research seeks to contribute to a more comprehensive understanding of effective language instruction and the role of L1 in the EFL learning process. This study is significant as it has the potential to inform teacher training programs, curriculum development, and instructional practices, ultimately enhancing the quality of EFL education in primary schools and promoting improved language learning outcomes for students.
1.	Literature Review
In the field of English language education, teachers' perceptions and practices play a crucial role in shaping the learning experience of students. Research on teachers' pedagogical perceptions and practices in EFL learning contexts has revealed various insights into the role of English language ownership, pedagogical strategies, and the challenges faced by educators in different countries, including Algeria. For instance, a study conducted by Algerian researchers at Mohammed El-Bachir El-Ibrahimi University of Bordj BouArréridj found that teachers and learners perceive English as a global language owned by everyone, regardless of their linguistic and cultural backgrounds (Bouhadda, Kessi, & Bekkouche, 2020). This perception emphasizes the significance of English as a lingua franca and the diverse practices that reflect the Algerian context.
Furthermore, the study by Bouhadda, Kessi, and Bekkouche (2020) revealed that teachers employ various pedagogical strategies to facilitate language learning. Memory strategies, such as flashcards and visualization techniques, were found to be effective in enhancing learners' retention and understanding of English vocabulary and grammar. Additionally, the study highlighted the importance of using L1 for clarification, giving instructions, and explaining complex ideas, reflecting the teachers' varied approaches to language instruction.
In the context of Algerian higher education, teachers' attitudes towards the Englishization of the curriculum have been shifting towards embracing English as a medium of instruction (Bouhadda, Kessi, & Bekkouche, 2021). While challenges persist, such as the dominance of French in classrooms and the need for effective code-switching strategies, educators recognize the benefits of incorporating English to attract international collaborations and enhance global partnerships.
Moreover, research on cross-linguistic practices in teaching has underscored the importance of fluid and hybridized language approaches, such as translanguaging, in facilitating effective communication and learning in multilingual educational settings (Camilleri Grima, 2018). In the Maltese primary school context, teachers' use of L1 for rapport-building, complex explanations, and classroom management highlights the nuanced strategies employed in these settings.
A comparative study of secondary school L2 teachers' language practices in Spain and England also sheds light on the self-reported practices in regions with diverse linguistic contexts (Borg & Alessi, 2012). The findings suggest varying perceptions of L1 use for teaching grammar, explaining vocabulary, and resolving misunderstandings, indicating the nuanced approaches to language instruction across different educational settings.
In conclusion, understanding teachers' perceptions and practices in EFL learning contexts is essential for enhancing language acquisition and communication skills among learners. The diverse strategies employed by educators in different countries, including Algeria, underscore the importance of adapting pedagogical approaches to reflect the unique linguistic and cultural contexts of the learners.
2.	Statement of the Problem
In the realm of English language education, the role of teachers in shaping the learning experiences of students is believed to be paramount. However, there may be a lack of comprehensive understanding regarding how primary school teachers in Msila, Algeria, perceive and utilize pedagogical strategies, including the use of learners' first language (L1), in English as a Foreign Language (EFL) learning contexts. The exploration of teachers' pedagogical perceptions and practices in this specific region may shed light on the complexities and nuances of language instruction, potentially revealing diverse approaches and strategies employed by educators.
The specific problem that this research aims to address is the potential gap in knowledge surrounding the pedagogical perceptions and practices of primary school teachers of English in Msila, Algeria, concerning the incorporation of L1 in EFL learning. While existing literature provides insights into general trends and practices in language education, there remains a possibility that the experiences and perspectives of teachers in this particular context have not been extensively explored. By delving into the perceptions and practices of these educators, this study seeks to uncover valuable insights that could enhance our understanding of effective language instruction and the potential impact of L1 use on the EFL learning process in primary education settings.
3.	Research Questions and Hypotheses
Questions:
1.	What perceptions do primary school teachers in Msila hold about the role of L1 in EFL learning?
2.	How do primary school teachers in Msila incorporate L1 in EFL instruction?
3.	What factors influence primary school teachers' decisions to use L1 in EFL classrooms?
Hypotheses:
1.	H1: Primary school teachers of English in Msila may hold high perceptions about the influence L1 use on increasing their EFL learners’ achievement.
2.	H2: Primary school Teachers who effectively integrate L1 in EFL instruction would observe improved language learning outcomes among learners.
4.	Method and Design
This research will employ a qualitative research methodology to explore teachers' perceptions and practices regarding the use of L1 in EFL learning. The chosen methodology aligns with the exploratory nature of the study and the need to gain in-depth insights into teachers' perspectives. The specific research design will involve interviews and classroom observations to collect data. 
5.1 Data Gathering Method
Data will be collected through semi-structured interviews with primary school teachers, and classroom realistic participant observations to understand the actual implementation of L1 in EFL instruction. These methods are chosen for their ability to provide rich qualitative data on teachers' perceptions and behaviors. 
4.2	 Setting, Population, and Sample
Setting: The research will be conducted in primary schools in Msila, Algeria.
Population: The target population includes primary school teachers of English in Msila.
Sample: A purposive sampling strategy will be used to select participants who have experience teaching EFL in primary education. The sample size will be determined based on data saturation.
5.	Procedures
The data collection procedures will involve obtaining informed consent from participants, conducting interviews and observing classroom interactions. These steps will allow for a comprehensive understanding of teachers' pedagogical practices and perceptions regarding the use of L1 in EFL learning.
6.	Rationale and Significance of the Study
This study is significant as it addresses a gap in the literature by focusing on primary school teachers' perspectives on L1 use in EFL instruction in Msila, Algeria. The findings of this research can inform teacher training programs, curriculum development, and instructional practices to enhance the quality of EFL education in primary schools. The study's outcomes have the potential to contribute to the improvement of language learning outcomes and teaching strategies in the local context. 
7.	Structure of the Dissertation
General Introduction
Chapter one : title 
Chapter two: title
Discussion
General conclusion 
Recommendations
References
appendices
8.	Preliminary List of References
Borg, M. H., & Alessi, M. (2012). The role of the L1 in L2 teachers' classroom practices and beliefs. In M. H. Borg (Ed.), The development of second language teachers: Learning from practice (pp. 169-184). Routledge.
Bouhadda, N., Kessi, S., & Bekkouche, F. (2020). English as a lingua franca: Teachers and learners' perceptions in the Algerian context. International Journal of English Language Teaching, 10(3), 14-23.
Bouhadda, N., Kessi, S., & Bekkouche, F. (2021). Englishization of higher education in Algeria: Challenges and opportunities. Journal of Applied Linguistics and Language Learning, 2(1), 1-11.
Camilleri Grima, A. (2018). Translanguaging in Maltese primary schools: A case study. International Journal of Bilingual Education and Bilingualism, 21(2), 191-203.