المجلة الجزائرية للمخطوطات
Volume 22, Numéro 1, Pages 685-700
2026-06-07

Algerian Higher Education Teachers’ Attitudes Toward English Medium Instruction: Recommendations For Professional Growth



Authors : Boulmerka Soulef .

Abstract

The recent adoption of English-Medium Instruction (EMI) in Algerian higher education marks a significant internationalization shift, yet teacher perceptions remain underexplored. This qualitative study examines ten (10) EMI lecturers in scientific faculties at universities in Constantine, Algeria. Data were collected through semi-structured interviews and analyzed using latent content analysis. Findings reveal a dual orientation: lecturers value EMI for global knowledge and employability but face linguistic, pedagogical, and cognitive challenges, including exam system tensions. The study identifies a policy–practice gap where institutional ambitions exceed support. It concludes by proposing a structured professional development framework integrating disciplinary language development, EMI-specific pedagogy, and institutional alignment mechanisms. The research contributes to emerging EMI scholarship in underrepresented Global South contexts.

Keywords

English-Medium Instruction, Higher Education, Lecturer Attitudes, Professional Development, Algeria.

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