Journal of Languages and Translation
Volume 6, Numéro 1, Pages 115-128
2026-01-01
Navigating The Crossroads: English As A Medium Of Instruction And Integrated Learning In Algerian Higher Education
Authors : Bara Nesma .
Abstract
Algeria's recent top-down mandate for English as a Medium of Instruction (EMI) reflects a global drive for internationalization but has created a profound policy-practice gap. This chapter uses a critical literature synthesis to diagnose the root causes of this crisis. It argues that observed challenges are not merely logistical but stem from a systemic collision between a reform demanding integrated Content and Language Integrated Learning (CLIL) and the ingrained "teacher cognition" of content lecturers, whose identities are rooted in subject expertise, not language pedagogy. Analyzing the mandate through the historical lens of Algeria’s post-independence Arabization policy reveals recurring patterns of disruptive, top-down reform that neglects local linguistic and pedagogical realities. Furthermore, the prevailing deficit view and suppression of organic translanguaging practices denies a vital pedagogical resource. The chapter concludes that a sustainable path requires shifting the paradigm from EMI as simple language replacement to a deep pedagogical reorientation. It recommends multi-level reforms focused on reshaping teacher cognition, realigning institutional structures, and leveraging the nation's linguistic repertoire for equitable internationalization.
Keywords
English Medium Instruction (EMI);Teacher Cognition;Translanguaging; CLIL; Algerian Higher Education.
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