Abstract
Abstract Since the Fall semester 2018/2019, the Libyan Ministry of Education has taken significant steps to suddenly introduce English from the first grade, aged 6 years old, regardless the issues that will occurr in teaching English in primary schools. Therefore, this thesis aims to investigate the issues of implementing English Language from the 1st grade to the 4th grade in the rural primary schools in Al-Assabaa, a district in Western Libya. The current research is a mixed method in nature. Data were collected through questionnaire, observation checklist and structured interviews in 13 primary schools in the district. Twenty-five primary school teachers (2 males and 23 females) participated in this study. The findings reveal that insufficient knowledge of teaching methods, not enough teacher training courses, inappropriate classrooms for learning, unavailability of the teacher and the student’s books, shortage of teaching facilities in schools, minimal practice of English language, extensive use of Arabic language, and the educational abilities of the students are all the challenges that are still facing teaching English. Recommendations are suggested to overcome these issues. Keywords: Primary School Teachers, Rural District, Issues, Teaching English, Learning English, Young Students.