The Influence Of French On English Reading Learning In Algerian Primary Schools: A Theoretical And Empirical Study

Abstract

This paper investigates the influence of French on English reading learning among Algerian primary school students, focusing on the phenomenon of linguistic transfer. Algeria’s multilingual context, where French is widely used alongside Arabic, provides a unique setting to explore how prior knowledge of French impacts the acquisition of English reading skills. The study combines theoretical analysis with empirical research to identify patterns of positive and negative transfer between French and English and proposes pedagogical strategies to optimize English reading instruction. Data were collected through reading comprehension tests and classroom observations, and analyzed using a mixed-methods approach. The findings reveal significant areas of linguistic transfer, particularly in vocabulary, syntax, and orthography, and suggest that leveraging students’ French proficiency can enhance English reading learning. This research contributes to the fields of applied linguistics and language education by providing insights into multilingual language acquisition.