The Reality and Problems of Language Interference in Secondary Education: A Case Study of Some Secondary Schools

Abstract

The phenomenon of linguistic interference is one of the most prominent challenges facing secondary
education in Algeria, especially in contexts characterized by cultural and social linguistic diversity, which
combines Modern Standard Arabic as the official language of instruction, foreign languages (such as French
or English) taught as second languages, and local dialects used in daily life. This linguistic diversity poses
fundamental challenges to academic achievement, linguistic identity, and the effectiveness of the
educational process. This prompts us to pose the following question: What are the forms of linguistic
interference in secondary education? And how does it affect learners' communicative competence and the
effectiveness of the educational process? Hence, the need to study the manifestations of this interference,
its causes, and ways to address it through effective teaching strategies, developing learners' linguistic
awareness, and enhancing communicative skills in the language of instruction.