Challenges and Perspectives of Introducing English at Algerian Universities تحديات وآفاق إدخال اللغة الإنجليزية في الجامعات الجزائرية
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This article examines the complex issue of languages of instruction in Algeria, specifically focusing on the strategic shift toward English as a Medium of Instruction (EMI) for scientific disciplines. Through a diachronic analysis of linguistic policies since independence in 1962, we identify five pivotal periods illustrating the country’s identity and pedagogical tensions: from the initial hegemony of French to proactive Arabization, culminating in the current phase of Anglicization.
Based on a qualitative survey conducted among higher education instructors, this study highlights the opportunities offered by this paradigm shift. English is perceived as a catalyst for international research integration, enhancing graduate employability and stimulating critical thinking within a globalized scientific landscape. However, our findings underscore significant structural obstacles. The transition raises concerns regarding social inequalities in access, cognitive difficulties in grasping concepts in a third language, and the potential marginalization of national languages.
In conclusion, the article argues that the success of this mutation cannot rely solely on administrative decisions. Rigorous strategic planning—including continuous teacher training and curriculum adaptation—is imperative to transform this challenge into a genuine asset for the modernization of the Algerian university syste
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