Journal of Studies in Language, Culture and Society (JSLCS)
Volume 9, Numéro 2, Pages 102-124
2026-06-30
Exploring Teachers' Perceptions Of Emi At The Tertiary Level: Pathways To Effective Implementation In Algeria
Authors : Bendahmane Messaouda .
Abstract
Abstract: Algerian universities have recently adopted English as a Medium of Instruction (EMI) in their educational context, driven by globalization, the pursuit of international academic alignment, and the increasing demand for English proficiency in the global job market. Although the adoption of EMI is steadily progressing, it has also given rise to a number of significant challenges. The present study seeks to explore university instructors’ overall perceptions of EMI implementation in their institutions, aiming to support teachers’ professional growth and foster an effective and optimal educational atmosphere within EMI contexts. To achieve this goal, a qualitative study was undertaken during the academic year 2024/2025 using a semi-structured interview. The interview was administered to 17 teachers from the departments of Computer Science, Architecture, Chemistry, Biology, Mechanical Engineering, Economics, and Psychology at Biskra University. Rigorous thematic analysis of the gathered data yielded valuable insights into the participants’ views and practices, culminating in the identification of four major categories: teachers’ perceptions towards EMI implementation, associated challenges and advantages, effects on students’ learning outcomes and academic performance, and measures to mitigate identified challenges. Although teachers acknowledged the potential of EMI to improve educational quality, enhance language proficiency, and promote global competitiveness, they have also identified a set of significant challenges, including language barriers, pedagogical adaptation, and insufficient institutional support. To effectively address and mitigate these challenges, a set of measures was recommended to Algerian policymakers and stakeholders including continuous professional development programs, tailored English language support, targeted pedagogical training, access to digital resources, and institutional mentorship and mobility programs. These measures are essential for overcoming current challenges and promoting the effective integration of EMI in Algerian higher education.
Keywords
English as a Medium of Instruction (EMI) ; challenges ; higher education ; language proficiency ; professional development
Les articles similaires
بوسالم أحلام
.
عابد يوسف
.
ص 117-132.
Yahia Zeghoudi
.
pages 74-88.
Hadjeris Fadhila
.
pages 215-233.
Zourez Layla
.
Keskes Said
.
pages 97-108.
Said Houari Amel
.
pages 257-268.
