Investigating the Influence of Multilingual Learning Experiences on the Development of Young Learners' Strategic Competence

Abstract

Human beings often face communication difficulties when they are exposed to new languages. Therefore, they tend to use their strategic communicative abilities to overcome these communication barriers. Similarly to other multilingual educational contexts, Algerian young learners are often required to learn three to four languages at school, with at least one new language introduced every two to three years, and English introduced in the middle school as a second foreign language. However, little is still known about whether previous multilingual learning experiences enhance or hinder the learning of the English language, which comes third to fourth in the pre-university curriculum. Little is also known on the use of strategic competence and how it is related to previous language learning experiences. The current thesis attempts to determine the effect of multilingualism on Algerian middle school strategic competence development. In order to achieve this goal, a mixed-methods design was used in this research, including both qualitative and quantitative methods. The participants involved (25) young learners aged from 9 to 15, and two EFL teachers at Bouadia Said middle schools, located in the city of Bejaia, during the academic year 2021/2022. A classroom observation was carried out with a group of 25 learners in both French and English language teaching sessions for a period of one month. By the end of the observation period, an oral performance test was conducted using Pillar’s (2011) oral performance model. In addition, an interview was conducted with the learners along with another interview with the EFL instructors. The findings revealed that different communication strategies were used by Algerian young learners during language classes, among which (6) major strategies used permanently by learners: keeping the conversation going, approximation, code-switching, gap fillers, expectations, and asking for help. Additionally, it was found that learners used different languages in the EFL classroom, the most important of which was French, which was practiced and encouraged by the teachers. Another key finding is that teachers are fostering the use of strategic competence in the classroom, so as to fill the gaps of knowledge. As a conclusion, it is further suggested integrating home context, by engaging children's parents and families, in addition to the necessity of devoting more time for teaching the appropriate use of strategies in learning context.