مجلة علوم اللغة العربية وآدابها
Volume 18, Numéro 2, Pages 974-991
2026-09-15

Between Global English And National Identity: Rethinking English Medium Instruction Reform In Algerian Higher Education, Balancing Global English And National Identity



Authors : Belaid Bekhta .

Abstract

The growing use of English Medium Instruction (EMI) in higher education has become closely associated with academic internationalization, knowledge exchange, student mobility, and institutional competitiveness. In Algeria, the increasing role of English raises particular questions within a multilingual context in which Arabic and Tamazight have official status, while French remains influential in scientific, technical, and administrative domains. This study examines the prospects and challenges of EMI reform in Algeria by relating national developments to wider global, African, and MENA experiences. Drawing on Spolsky’s (2004) language policy theory and established EMI scholarship (Dearden, 2014; Macaro et al., 2018), the study uses a qualitative policy analysis of the MESRS (2022) policy document, supported by relevant scholarly and comparative evidence. The analysis focuses on policy coherence, teacher preparedness, curriculum and institutional capacity, and linguistic identity. Four main challenges emerge: limited teacher readiness, continued reliance on French-medium resources, fragmented policy development, and tensions surrounding linguistic identity and the postcolonial context. At the same time, EMI may strengthen Algeria’s academic internationalization, student mobility, and graduate employability. Comparative experiences suggest that its sustainable implementation requires gradual reform, sustained teacher development, curriculum adaptation, and stakeholder involvement. The study therefore advocates a context-sensitive approach in which English complements rather than replaces Arabic and Tamazight, allowing Algeria to pursue internationalization while preserving its linguistic and cultural diversity.

Keywords

English Medium Instruction ; Algeria ; Language Policy ; Globalization ; Educational Reform ; Multilingualism

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