دراسات وأبحاث
Volume 18, Numéro 4, Pages 510-524
2026-10-15

English As The New Language Of Instruction In Algeria: Sociolinguistic Attitudes And Didactic Challenges Among Pre-service Teachers



Authors : Benslimane Ilhem .

Abstract

This study investigates the attitudes of 50 final-year pre-service teachers enrolled at ENS Constantine in Algeria regarding the recent policy shift promoting English as a medium of instruction in place of French. Through a mixed-methods approach combining a structured questionnaire and semi-structured interviews, we sought to explore participants’ perceptions of the feasibility and desirability of expanding English-medium instruction (EMI) across different educational levels. The results reveal that while a majority of trainees express positive attitudes toward the increased use of English, they simultaneously stress the importance of preserving French as a complementary language of instruction. The participants identify several challenges that may hinder the smooth implementation of EMI in Algerian schools and universities. Among the obstacles cited are the insufficient English proficiency levels of both teachers and students, the scarcity of high-quality pedagogical resources in English, and the widespread habit of switching code, which complicates full immersion in the target language. These findings highlight the need for a realistic and gradual transition that prioritizes well-designed teacher training programmes and institutional support. A balanced bilingual policy appears to be the most viable solution to meet students’ linguistic needs while respecting Algeria’s sociolinguistic context. This research contributes to ongoing discussions about language-in-education policy and the future of multilingual education in Algeria.

Keywords

bilingualism ; English medium instruction ; language policy ; sociolinguistic attitudes ; teacher training

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