Algeria to Teach English Before French in Schools by 2026

Algeria has officially decided to replace French with English as the primary foreign language taught in its primary schools, marking a historic shift in the nation’s educational and cultural landscape. Education Minister Mohamed Seghir Saadaoui announced on July 25 that English will become the sole foreign language introduced in the third year of primary school starting in the 2026-2027 academic year. This policy change pushes French instruction back to the fourth year, effectively ending decades of French dominance in Algerian classrooms. From next month, eight-year-old students across the country will become the first generation to learn English before they ever encounter French, a reversal that signals a decisive break from the colonial linguistic legacy that has defined Algerian society for sixty years since independence.

The decision is part of a broader linguistic overhaul initiated by President Abdelmadjid Tebboune, who first outlined plans to integrate English into the primary curriculum in 2022. The shift is already visible beyond the classroom, with medicine and science faculties transitioning their instruction from French to English. Public life is also reflecting this change, as French has been removed from utility bills and Air Algerie tickets, while road signs now feature English alongside Arabic. Government minister websites are adding English options, illustrating a structural move to reduce reliance on the former colonizer’s language. This sweeping reorientation comes at a time of heightened tension, as the linguistic pivot accelerates amid the most serious diplomatic crisis between Algeria and France since 1962. The rift deepened significantly in July 2024 when French President Emmanuel Macron publicly supported Morocco’s sovereignty claims over Western Sahara, a move Algeria viewed as highly provocative. In response, both nations expelled each other’s diplomats, further straining relations and reinforcing Algeria’s desire to distance itself from French cultural influence.

Despite the strategic intent, the implementation faces significant practical hurdles, particularly regarding teacher preparation and resource allocation. Ahmed Krim, a retired teacher who spent thirty years instructing English in middle schools, acknowledged the decision as positive but warned that it requires careful planning and substantial investment. He emphasized the need to restore specialized training centers that were dismantled in the late 1990s during an economic downturn. Those former institutes combined classroom theory with direct school placements, producing teachers who were deeply grounded in practical pedagogy. Today, most educators are university graduates who lack this hands-on experience, raising concerns about the quality of instruction as the curriculum changes. Krim argued that candidates should not be forced into teaching without genuine desire or proper preparation, urging the government to entrust curriculum design to a qualified body with both linguistic and pedagogical expertise. Without addressing these foundational issues, the ambitious language shift may struggle to deliver on its promise of modernizing education while preserving teaching quality.