From Policy To Practice: Evaluating The 2022 English Curriculum Reform In Algerian Primary Schools: Parents’ Perspectives From Relizane

This study examines the implementation of Algeria's 2022 English curriculum reform in primary schools, drawing on "language policy from below" (Menken & García, 2010) and focusing on parents as active agents in the reform. It assesses parents' attitudes toward early English instruction, their perceptions of simultaneous English-French learning, implementation challenges, use of private tutoring, and equity concerns. A convergent mixed-methods design was employed. Quantitative data were collected from 113 parents in Relizane, Algeria, and supported by written interviews with seven primary school English teachers. The study finds that while 98 % of parents support English instruction, 61 % believe learning English and French simultaneously is burdensome. The most frequently reported challenges were English-French interference (62 %), insufficient instructional hours (44 %), large class sizes (25 %), and lack of teaching materials (2 3%). Private tutoring was used by 34.5 % of families, driven by insufficient school hours, learning difficulties, pursuit of academic success, and poor teacher qualifications, with monthly costs ranging from less than 1000 DZD to 3000 DZD. Moreover, 69 % of parents believe private tutoring worsens educational inequality. Teacher interviews confirmed these challenges. The study concludes that the 2022 reform faces implementation gaps; without addressing curriculum overload and material shortages, the reform risks widening educational inequality. This study provides the first empirical data on parents' perspectives from Relizane and offers insights for post-colonial contexts implementing early English education alongside competing colonial languages.