Exploring Teachers' Perspectives on the Implementation of English as a Medium of Instruction "EMI" in Algerian Higher Education Institutions: Challenges and Opportunities
| المصدر: | مجلة آفاق للعلوم |
|---|---|
| الناشر: | جامعة زيان عاشور الجلفة |
| المؤلف الرئيسي: | Ouarniki, Ouafa (Author) |
| المجلد/العدد: | مج8, ع3 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2023
|
| الشهر: | يونيو |
| الصفحات: | 176 - 192 |
| DOI: |
10.37167/1677-008-003-012 |
| ISSN: |
2507-7228 |
| رقم MD: | 1387327 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, EcoLink, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
English as a Medium of Instruction | Algerian Higher Education Teachers’ Perspectives | Implementation | Challenges | Opportunities
|
| رابط المحتوى: |
عدد مرات التحميل
2
| المستخلص: |
The use of English as a Medium of Instruction (EMI) has gained popularity in many non-English speaking countries as a means of enhancing their students' English language proficiency and preparing them for global competitiveness. In Algeria, EMI has been introduced recently to all universities, but its implementation has faced various challenges. This study aims to explore the perspectives of Algerian higher education teachers regarding the implementation of EMI. Data were gathered through semi-structured interviews with ten Algerian teachers belonging to different fields of specialism. The findings indicate that while EMI can provide opportunities for students to improve their English language skills and access international academic resources, its implementation poses significant challenges. These challenges include inadequate language proficiency of both teachers and students, limited resources and support, and lack of training and professional development opportunities. The teachers also highlighted the need for a gradual and flexible approach to the implementation of EMI, starting with basic-level courses and providing language support and training for both teachers and students. The findings have implications for policymakers and educators in Algeria and other non-English speaking countries where EMI is being implemented or considered. |
|---|---|
| ISSN: |
2507-7228 |
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