Abstract:
This study aims to investigate how the Kabyle socio-cultural context impacts pupils acquisition of English as a foreign language in Algerian schools. It examines how factors like parents' education, income, and beliefs, as well as societal influences, affect the development of pupil’s proficiency in English. In this study the research questions aim to explore children’s perception of the process of learning a language, to evaluate the degree in which pupils are encouraged to acquire English language, to investigate the influence of social norms and parental attitudes on pupils learning of English as a foreign language. To achieve the research objectives, both qualitative and quantitative methods have been used to address these aims effectively. To collect essential data, two interviews and one questionnaire were designed and distributed: one interview with 30 pupils, another interview with their teacher, and a questionnaire for 30 parents of these pupil. Furthermore, a naturalistic classroom observation was conducted during regular English teaching sessions. The study's findings reveal that children exhibit enthusiasm and motivation when learning English as a foreign language. Moreover, the Kabyle socio-cultural background of their parents plays a significant role in influencing their language acquisition, primarily through its impact on parental engagement in their learning process. The results were discussed in relation to the previous studies on language learning and socio-cultural influence, highlighting the unique interplay between
cultural context and educational outcomes. This research endeavors to enhance the creation of inclusive and efficient language learning environments by considering socio-cultural contexts, particularly within the Kabyle language setting. Eventually, the study presents several suggestions for teachers, parents, and future research, as well as some limitations encountered in our study
