ALTRALANG Journal
Volume 7, Numéro 2, Pages 216-238
2025-12-10
Instructors’ Readiness To Englishization At Higher Education: The Case Of Emi At Ensa-algeria-2022/2023 Effective Or Defective?
Authors : Bellal Hanane .
Abstract
This study explores the status and the role English performs to serve the needs of the Algerian Higher education: Teachers at the Higher College of Agronomy, Algiers. Being from a Non-English speaking background (NESB), the study attempts to identify the nature of the Algerian tutors’ implementation of Englishization, it investigates on their communicative proficiency as well as readiness in English to apply and instruct their lectures with in classes for future teaching career. This study also examines instructors’ attitudes toward the transition from French to English as the official medium of instruction in Agronomy at ENSA. This analysis mostly incorporates: ENSA instructors’ views on their current level of communicative competence; and to what extent both proficiency and expertise correlates with their employability at a professional level to succeed higher instruction. To find out responses to the declared inquiries, a descriptive study based on both qualitative and quantitative approaches was conducted. Diverse instruments are employed for the analysis comprising: workplace observation, needs analysis based on semi- structured questionnaires and semi structured interviews plus diagnostic tests based on A1 and A2 levels in the 1st year plus other four levels in the 2nd year of submission. The findings show that like all Algerian universities, ENSA has greeted constructively English Medium Instruction. Moreover, the majority of ENSA teachers were ready to the implementation of Englishization whereas Professor Tarik Hartani; the School Director, has offered the teaching team with supportive training requirements in English. Finally, EMI, despite defeats and qualms, was effective at ENSA. This proved that English communicative competencies are among the top determinants for ENSA instructors to be employed in the Algerian higher education especially that scientific research, articles’ submission and publications are all required in English. Most respondents interviewed believe that there has been an upgrading trend in the communicative competence of the Algerian trainers over the last decade and they unanimously agree that a high priority should be placed on the excellence of quality of English teachers. Practically, it is concluded that Algerian higher education communication at ENSA reflects an adequate communicative proficiency for it includes a mixture of knowledge, skills, ability and personal characteristic traits that are essential for teachers to guarantee high performance at their workplace.
Keywords
internationalization, Englishization, Higher education in Algeria, university instructors, English Medium Instruction (EMI), ENSA, Language policy.
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