Résumé:
ABSTRACT
The present study aims to explore the extent to which EFL teaching strategies are applied in
Algerian primary schools as well as the perspectives of teachers and inspectors about the
implementation of these strategies for teaching young learners. To conduct this research, a mixed
method approach combining the qualitative and quantitative methods (triangulation of methods)
to data collection procedures and analysis is adopted. This is done by the use of three (03) data
collection instruments. An observation was done with one teacher at Louail El Djoudi primary
school in Bordj Bou Arreridj city using a checklist, a questionnaire was submitted online to twentyfour (24) English teachers at primary schools from different country sides in Bordj Bou Arreridj,
and a structured interview - with eleven (11) open-ended questions - was conducted with two
English language inspectors of primary schools. The findings of the observation and the
questionnaire indicated that the teachers attribute importance to the implementation of teaching
strategies, but the degree of importance they attribute to each strategy varies from one teacher to
another. Concerning the interview, it has revealed that EFL teaching strategies are important in
teaching English to young learners, it may lead to creating a clear set of ideas, and goals for pupils.
The analysis of the data indicated that the EFL teachers in primary schools are either not aware of
all the teaching strategies, or they neglect them when they teach. So, teachers should implement
various teaching strategies inside their classrooms to enhance the pupils’ needs and help them to
improve their language proficiency
