TWO FOREIGN LANGUAGES IN ALGERIAN PRIMARY EDUCATION: COGNITIVE OVERLOAD AND PSYCHOLINGUISTIC CONFUSION
TWO FOREIGN LANGUAGES IN ALGERIAN PRIMARY EDUCATION: COGNITIVE OVERLOAD AND PSYCHOLINGUISTIC CONFUSION

Summary/Abstract: The Algerian educational system is going through a modernisation phase marked by the introduction of English from the third year of primary school, alongside French and Arabic, the official language of instruction. This orientation reflects a political and institutional will to bring younger generations into a multilingual dynamic, in keeping with the demands of a globalised world. Yet this early triple linguistic exposure raises crucial questions at the cognitive, affective, and pedagogical levels. The article examines the effects of teaching two foreign languages simultaneously alongside the official language, and highlights the risks of cognitive overload, identity confusion, and difficulties in school adaptation. It questions the relevance of this strategy and proposes more gradual alternatives suited to the Algerian context, such as the delayed introduction of foreign languages or the adoption of pedagogical approaches that favour a smoother linguistic transition. The aim is to reconcile international openness with respect for pupils' learning capacities, so as to build a sustainable and balanced educational model.

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