Is Algerian Higher Education Replacing French Coloniality with English Coloniality?

Coloniality can be defined as the internalised power dynamics that have arisen from the historical impact of colonialism (Maldonado-Torres 2007). This paper explores aspects of coloniality in policy documents, attitudes, and reported practices of English language teachers and students in Algeria, in the light of the switch from French to English as the medium of instruction in higher education. The paper examines the extent to which this shift is decolonising in nature given the country's colonial history and the potential for English to reflect colonial remnants in the ELT classrooms. The paper reports on data from six ELT teachers and students in a northeastern university in Algeria using semi-structured interviews and from policy documents, and was analysed using Critical Discourse Analysis. The findings suggest that despite the positive attitudes towards the shift to English in Algeria, participants hold colonial views that might hinder the decolonial approach of the government decisions. These views are reflected in the policy documents and in the interactions between students and teachers. The study highlights the need for rethinking ELT practices in Algeria, in order to challenge and disrupt colonial legacies and promote a more decolonial, equitable, and empowering English language education. This paper is currently under review at a peer-reviewed journal.