مجلة الآداب والعلوم الإنسانية
Volume 19, Numéro 1, Pages 709-740
2026-06-11
Emi In Algerian Higher Education: Investigating Teachers’ Readiness, Professional Development And Classroom Realities
Authors : Hadj Ameur Fatma Zohra . Brahimi Bouchra .
Abstract
Following the 2023 policy introducing English as a Medium of Instruction (EMI) in Algerian universities, this study investigates content teachers' readiness, their reported experiences and perceptions of professional development programs, in addition to their classroom challenges and coping strategies. Data were collected using an online questionnaire completed by 41 Algerian teachers from diverse disciplines and universities. The findings revealed a gap between policy aspirations and classroom realities: despite teachers’ positive attitudes, their readiness remains limited, primarily due to language difficulties. Students’ limited English proficiency and reduced engagement also emerged as prominent challenges that hindered EMI and prompted teachers to adopt coping strategies, such as self-directed learning and gradual integration of EMI (namely through code switching). Furthermore, the findings suggest the inadequacy of existing training programs in effectively supporting teachers’ linguistic and pedagogical needs. Accordingly, this study proposes recommendations to mitigate the challenges encountered in EMI classrooms, including more targeted professional development initiatives and the strengthening of institutional support for teachers and students alike.
Keywords
Higher Education ; English-Medium Instruction (EMI) ; Challenges ; Professional Development ; Readiness
Les articles similaires
Moumeni Abderrahim
.
pages 494-509.
Bellal Hanane
.
pages 216-238.
Gaougaou Zahira
.
Nebbou Khouloud
.
pages 755-770.
