مجلة المُؤَثَّل
Volume 2, Numéro 1, Pages 01-20
2025-06-15
The Rush To Emi: Are Algerian Schools And Teachers Equipped For The English-driven Transition
Authors : Mohamed Brahmi .
Abstract
Abstract: In recent years, Algeria has witnessed a major policy shift favoring English as a Medium of Instruction (EMI), especially in higher education and scientific disciplines, signaling a move away from French, the long-standing language of instruction. While this transition aligns with global academic trends and political aspirations, it raises critical questions about institutional readiness and teacher preparedness. This study investigates Algerian teachers’ perceptions of EMI implementation and evaluates the extent to which schools and educators are equipped to support this abrupt linguistic transition. Using a mixed-methods approach, data were collected from a representative sample of secondary and university-level teachers across multiple regions in Algeria through surveys and semi-structured interviews. The findings reveal a complex landscape: while many educators express support for the strategic importance of English, they simultaneously report concerns about insufficient training, lack of pedagogical resources, low student language proficiency, and the absence of a coherent national strategy for EMI integration. Moreover, disparities between urban and rural institutions further complicate the uniformity of EMI adoption. The study concludes that the current transition to EMI appears more policy-driven than pedagogically grounded, with a significant gap between ambition and practical implementation. For EMI to succeed in the Algerian context, a systemic, well-resourced approach is required—one that includes comprehensive teacher training, curriculum development, and infrastructural support. This research contributes to ongoing discussions about language policy reform and highlights the voices of educators who stand at the frontline of educational transformation.
Keywords
English as a Medium of Instruction (EMI), language policy reform, teacher preparedness, Algerian educational system
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