Multilingual Interference in English Writing Proficiency: A Mixed-Methods Case Study of Fourth-Year Middle School Pupils in Boulhaf and Colla, Algeria

Abstract

This dissertation examines the impact of multilingual interference (Arabic, French, and Tamazight) on English writing proficiency among fourth-year middle school pupils and the distribution of error types (Syntactic, Lexical, Grammatical, Grammatical, Phonological, Morphological) in language production across two locations Boulhaf and Colla, Algeria. The problem stems from low English proficiency despite a trilingual education policy, with limited research on middle school learners’ error patterns in this multilingual context. The research objectives are to categorise linguistic errors using Corder’s (1967) Error Analysis framework, evaluate teachers’ awareness of interference, develop a pedagogical toolkit, and propose strategies to mitigate interference. A mixed-methods case study was employed, data were collected from pupils’ written expression papers, resulting 172 errors in Boulhaf and 286 errors in Colla, and and online questionnaire with 17 teachers. Key findings reveal that syntactic errors constitute 21.49% (e.g., influenced by French negation), lexical errors 26.81% (e.g., from Arabic translations), and grammatical errors 31.94% (e.g., tense and article misuse), with regional variations between Boulhaf (Arabic-dominant) and Colla (Tamazight-influenced). Teachers reported a 76.5% inadequacy in training to address these issues, highlighting a need for enhanced pedagogical support. Implications include integrating contrastive pedagogy into the curriculum and enhancing teacher training. The study contributes to TEFL theory by applying SLA frameworks to Algeria’s context and informs policy through practical recommendations. Limitations include a small sample size and lack of longitudinal data, suggesting future research on Tamazight’s role and translanguaging interventions. Keywords: multilingualism, language interference, error analysis, Algeria, English writing, Tamazight, translanguaging, EFL pedagogy.