English Language Integration in the Algerian Context: The Shift from French to EMI in Higher Education The Case of the Institute of Science and the Institute of Technology at Naama University Centre

PEOPLE'S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH AHMED SALHI UNIVERSITY CENTRE-NAAMA

INSTITUTE OF LETTERS AND LANGUAGES DEPARTMENT OF ENGLISH

English Language Integration in the Algerian Context:

The Shift from French to EMI in Higher Education The Case of the Institute of Science and the Institute of Technology at Naama University Centre

A dissertation Submitted to the Department of English as a Partial Fulfillment of the Requirement of Master Degree in Linguistics

Presented by Supervised by:

Mr. Bachir BOUARFA

Mrs. Linda AMRANI Dr. Hayat BAGUI

Board of Examiners:

Dr. FATMI Fayçal President Namma University Centre

Dr. BAGUI Hayat Supervisor Namma University Centre

Dr. MERINE Asma Examiner Namma University Centre

Academic Year: 2024/2025

Dedication

Praise be to Allah, by whose grace good deeds are accomplished.

I indebt everything to my Country.

I indebt everything to my Parents.

I indebt everything to the People's National Army.

I indebt everything to my Family.

To them I dedicate this humble work.

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BACHIR BOUARFA

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Dedication

To the one who planted in my heart a love for life, and whose sincere prayers
were the key to every success, to my beloved mother, the source of kindness and
my companion in prayer, I offer you all my gratitude and appreciation.

To the first pillar of support in my life, whose encouragement guided me
throughout my academic journey, to my dear father, the pride of my days and the
source of my strength, every word in this thesis carries your blessing.

To my life partner, who shared my dreams and stood by me in every moment, to
my beloved husband, thank you for your patience, your understanding, and your
constant presence.

To the heartbeat of my life and the reason behind my joy, to my beloved children, you are my endless motivation and the happiness behind every achievement.

To those who supported and helped me without hesitation or weariness, to my cousin Salima and my relative Rania, thank you for your kind hearts, your precious time, and your generous presence.

To everyone who supported me with a kind word, a prayer, or a sincere smile, to all members of the families: Amrani, Amara, and Belaimche I extend my deep respect and gratitude. Your presence in my life is a priceless blessing.

To all of you, I dedicate this humble thesis as a token of love and appreciation, and as a reminder that success is never achieved alone, but with the support of those who truly believe in me.

AMRANI LINDA

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Acknowledgements

With deep respect and appreciation, we express our heartfelt thanks and gratitude to everyone who supported and accompanied us throughout our academic journey, and who, after the grace of Almighty Allah, had a role in the completion of this thesis.

First and foremost, we would like to begin by expressing our sincere gratitude to our esteemed thesis supervisor Dr. BAGUI Hayat, who has been a true guide and mentor. For the trust she placed in us, the freedom she granted us in completing this work, as well as for her encouragement and constant support. We express our deepest respect and gratitude for her patience, dedication, and valuable guidance.

We would also like to extend our sincere thanks and appreciation to the honorable thesis defense committee, Dr. FATMI Fayçal and Dr. MERINE Asma, for their precious time, constructive feedback, and valuable contributions in evaluating this work.

We would like to express our sincere thanks to all the academic and administrative staff of the English Department, especially the teachers who have marked our journey with their dedication, commitment and guidance to enable us to accomplish such a work.

Finally, we would like to express our deep gratitude to all the professors and students at the Institute of Science and the Institute of Technology at Naama University Centre; who kindly answered our questions and enriched this research with their ideas, opinions, and perspectives. Without their participation, this work would have been pointless.

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Abstract

The adoption of English as a Medium of Instruction (EMI henceforth) in Algerian higher education remains a subject of considerable interest and ongoing debate. This study aims to assess the first academic year of the transition from French to EMI in Algerian universities. It examines teachers' perspectives on the shift, students' attitudes, and their capacity to assimilate knowledge while studying in English. Additionally, the research explores staff and equipment challenges facing this shift. A mixed-method descriptive approach was employed, combining quantitative data collected through a questionnaire administered to 89 students from the Institute of Science and the Institute of Technology at Naama University Centre, and qualitative insights gathered through interviews with 12 teachers from the same institutes. The study seeks to provide an in-depth understanding of the transition's effectiveness by capturing the experiences and viewpoints of the main actors undergoing this transition: teachers and students. The study's findings provide persuasive evidence that the adoption of EMI is associated with considerable human and material challenges, particularly in terms of students' English language proficiency and teaching staff preparation. However, such challenges contrast with an apparent positive attitude toward EMI implementation and general optimism in its capacity to improve the Algerian higher education system.

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Table of Contents

Dedication I

Acknowledgements III

Abstract IV

Table of Contents V

List of Abbreviations and Acronyms VIII

List of Tables IX

List of Figures X

GENERAL INTRODUCTION 1

CHAPTER ONE: LINGUISTIC REPERTOIRES AND ENGLISH STATUS IN

ALGERIA 5

1.1. Introduction 5

1.2. Sociolinguistic Situation in Algeria 5

1.2.1. Historical Factors 5

1.2.2. Political Factors 8

1.2.3. Socio-cultural Factors 9

1.2.4. Socio-economic Factors 10

1.3. The Status of English in Algeria 11

1.3.1. English as a Global Language 11

1.3.2. English in Algerian Social Life 11

1.3.3. English in the Algerian Education System 12

1.4. English as a Medium of Instruction in Algerian Higher Education 12

1.4.1. English as Medium of Instruction 13

1.4.2. Linguistic Shift from French to English as Medium of Instruction 14

1.4.3. Teachers' Attitudes towards Introducing English as Medium of Instruction 15

VI

1.4.4. Students' Attitude toward the Shift from French to EMI 17

1.5. Conclusion 18

CHAPTER TWO: METHODOLOGY, DATA ANALYSIS AND

INTERPRETATION 20

2.1. Introduction 20

2.2. Research Design 20

2.3. Research Instruments 20

2.3.1. Questionnaire 20

2.3.2. Interview 21

2.4. The Sample of the Study 22

2.5. Treatment of Data 24

2.6. Data Analysis 25

2.6.1. Questionnaire Analysis 25

2.6.2. Interview Analysis 44

2.7. Data Interpretation 53

2.8. Suggestions and Recommendations 55

2.9. Contribution to Knowledge 55

2.10. Research Limitations 56

2.11. Conclusion 57

GENERAL CONCLUSION 59

REFERENCES 62

APPENDICES 66

Appendix 1 : Loi n° 91-05 du 16 janvier 1991 portant généralisation de l'utilisation de la

langue arabe. 66

Appendix 2 : Ordonnance no 96-30 du 21 décembre 1996 modifiant et complétant la loi

no 91-05 du 16 janvier 1991 portant généralisation de l'utilisation de la langue arabe. 70

Appendix 3 : Interview for Teachers 72

VII

Appendix 4 : Interview for Teachers (French) 74

Appendix 5: Questionnaire for Students 77

Appendix 6 : Questionnaire for Students (in Arabic) 81

VIII

List of Abbreviations and Acronyms

B2: Upper-Intermediate (English Proficiency)

C1: Advanced (English Proficiency)

CEFR: Common European Framework of Reference for Languages

CNT: The National Transition Council- Conseil National de Transition

EMI: English as Medium of Instruction

ESP: English for Specific Purposes

FFS: Front des Forces Socialistes-Socialist Forces Front

L1: First Year Licence

L2: Second Year Licence

L3: Third Year Licence

M1: First Year Master

M2: Second Year Master

MSA: Modern Standard Arabic

RCD: Rally for Culture and Democracy

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List of Tables

Table 2.1. Respondents' Age	..25
Table 2.2. Statistical Indicators of the Age of Respondents	..26
Table 2.3. Respondents' Gender	.26
Table 2.4. Respondents' Field of Study	27
Table 2.5. Respondents' Linguistic Background	29

Table 2.6. Influence of EMI on Understanding and Assimilation of Knowledge 36

Table 2.7. Respondents' Opinions on the Benefits of EMI 38

Table 2.8. Respondents' Justification for the Opinions on the Benefits of EMI 39

Table 2.9. Respondents' Suggestions to Improve the Transition to EMI 42

X

List of Figures

Figure 2.1.Google form questionnaire for students (Arabic)	..23
Figure 2.2. Google form questionnaire for students (English)	23
Figure 2.3. Google form interview for teachers (English)..	24
Figure 2.4. Google form interview for teachers (French) ..	24
Figure 2.5. Respondents' Gender	27
Figure 2.6. Respondents' Field of Study	....28
Figure 2.7. Respondents' Level of Study	28
Figure 2.8. Respondents' Linguistic Background	29
Figure 2.9. Respondents' English Proficiency	30
Figure 2.10. Respondents' Feeling toward the Shift to EMI	.31
Figure 2.11. Respondents' Comfort with English	32
Figure 2.12. Academic and Professional Opportunities	.33
Figure 2.13. Challenges Faced while Studying in English	.34
Figure 2.14. Difficulty Participating in Class Due to the Language Change	.35

Figure 2.15. Influence of EMI on Understanding and Assimilating Knowledge 36

Figure 2.16. Effectiveness of Implementation of EMI 37

Figure 2.17. Respondents' Opinions on the Benefits of EMI 38

Figure 2.18. Respondents' Justification for the Opinions on the Benefits of EMI 39

Figure 2.19. Respondents' Suggestion to Improve the Transition to EMI 42

GENERAL INTRODUCTION

1

GENERAL INTRODUCTION

English has become a global lingua franca. According to Encyclopaedia Britannica (2025), there are 1.27 billion English speakers worldwide as of 2020. This ranks it ahead of Hindi (637 million speakers) and Mandarin Chinese (1.12 billion speakers) as the most spoken language. English is; in fact, the first language of the majority of the population. It is spoken as a first language by approximately 375 million people and by over 750 million people as a second language. In addition, English has official or special status in nearly 70 countries. (Rao, 2019).

This global spread of English has also had an impact on Algeria, where the language is becoming increasingly influential across various sectors. This language continues to gain prominence in all aspects of life. In addition to education, it is becoming more prevalent in other sectors of society such as economics, politics, tourism, and employment (Boukezzoula, 2016). The increased demand for English instruction has placed considerable pressure on the Algerian educational system. The recent decision to introduce English as a language of instruction in universities has generated many challenges for both students and teachers. As a result, Algerian higher education is therefore under pressure, resulting in overcrowded programs, a lack of resources, difficulties with language transfer within the teaching staff, and the need to manage the coexistence of three languages.

To better understand the current linguistic dynamics in Algeria, it is essential to examine the historical phases that have shaped the country's sociolinguistic landscape. Influenced by historical, political, economic, and cultural factors, the Algerian's linguistic situation has gone through three major phases: pre-independence in 1962, post-independence until the end of the twentieth century, and then from the beginning of the twenty-first century until today. The first phase was characterized by the total hegemony of French, the colonial power's language. The second phase saw the confrontation between two languages: Modern Standard Arabic (MSA), imposed by the government of independent Algeria through a vigorous Arabization policy, and French, defended by French and Berber speakers. Finally, the

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third phase is marked by an English breakthrough as a consequence of political, economic, and cultural mutations.

This study aims; then, basically to evaluate the first academic year of the new experience of adopting English as a means of instruction in Algerian higher education. In addition, the study attempts to verify the influence of a change in language of instruction on the assimilation of knowledge, and the perception and attitude of teachers towards EMI. The researchers anticipated that this study would find answers to the following questions:

1. What challenges are facing the shift from French to English as the medium of instruction in Algerian higher education?

2. What is the perception and attitude of teachers towards the use of English as a medium of instruction?

3. What is the students' degree of assimilation of knowledge when learning with English as the medium of instruction?

Based on the research questions, we hypothesize that:

1. The adoption of English as a language of instruction may face numerous human and material problems, particularly in terms of documentation, courses, teachers' qualifications, and students' English proficiency.

2. Teachers may find it very difficult to adapt the new language; especially those from the old generation, and they might be forced to code-switch between languages to get the message across.

3. The shift from English to French as the medium of instruction may not impact the students' degree of assimilation of knowledge since they almost have the same level in the two languages and it does not matter what language is used when it comes to the scientific modules.

To explore these hypotheses, this study adopts a systematic inquiry involving the key stakeholders of this educational reform. It tries to evaluate the new experience of introducing English as a means of instruction in Algerian higher education. It provides, through a mixed method, elements of objective evaluation taken from the main actors who participate in this new experience: students and teachers.

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This research contains two chapters. The first chapter is theoretical in form. It reviews the literature about the sociolinguistic situation of Algeria, the status of English in Algeria, and the aspects related to the shift from French to English as a medium of instruction in higher education. The second is practical in form. It presents the study methodology, followed by the analysis and discussion of the finding. Finally, we will talk about the research limitations and its implications and contribution to knowledge.

CHAPTER ONE: LINGUISTIC REPERTOIRES AND ENGLISH
STATUS IN ALGERIA

1.1. Introduction

1.2. Sociolinguistic Situation in Algeria

1.2.1. Historical Factors 1.2.2. Political Factors

1.2.3. Socio-cultural Factors

1.2.4. Socio-economic Factors

1.3. The Status of English in Algeria

1.3.1. English as Global Language

1.3.2. English in Algerian Social Life

1.3.3. English in the Algerian Education System

1.4. English as a Medium of Instruction in Algerian Higher Education
1.4.1. English as Medium of Instruction

1.4.2. Linguistic Shift from French to English as Medium of Instruction 1.4.3. Teachers' Attitudes towards Introducing English as Medium of Instruction

1.4.4. Students' Attitude toward the Shift from French to EMI

1.5. Conclusion

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CHAPTER ONE LINGUISTIC REPERTOIRES AND ENGLISH STATUS IN ALGERIA

CHAPTER ONE: LINGUISTIC REPERTOIRES AND ENGLISH
STATUS IN ALGERIA

1.1. Introduction

The current chapter will review the literature on the Algerian linguistic landscape. It sheds light on the factors that have shaped the sociolinguistic situation in Algeria. It then stresses the recurring conflicts between French-speakers and Arabic-speakers over the Arabisation policy conducted after independence, as well as the polemical debates over the place of French in Algeria. It also discusses the status of English in Algeria. It finally reviews the previous studies dealing with the shift from French to English as medium of instruction in Algeria's higher education.

1.2. Sociolinguistic Situation in Algeria

Algeria is a multilingual nation, and its turbulent past generates a complex linguistic situation (Benrabah, 2014). The Algerian people use one of these "languages" or a combination of them: Colloquial Algerian, Tamazight, Modern standard Arabic, and French.

Algerian linguistic situation is both rich and complex. It distinguishes Algeria as a distinct Arab nation in terms of the number of languages taught and used in academic and non-academic contexts. Although this multilingualism is considered a sign of wealth, unfortunately, it generates endless ideological, socio-political, and even ethnic conflicts. Complexity and conflicts are the results of a number of historical, political, cultural, and socio-economic factors (Le Roux, 2017).

1.2.1. Historical Factors a) Frenchification

Between 1830 and 1962, France, the colonial power, followed a methodical deracination and deculturization policy. To carry out its "civilizing mission," it imposed a total Frenchification assimilationist policy on millions of resistant Algerians (Gallagher, 1968, 132-133, as cited in Benrabah, 2014, p. 44).

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In the 1930s, the French government went so far as to pass legislation classifying Arabic as a foreign language and outlawing its usage in official papers and schools. Moreover, despite all efforts to make room for Arabic, French remained the dominant language, undermining the Arabic language's status and prestige (Maamri, 2009).

When the Algerian people were able to get rid of the colonial yoke, independent Algeria inherited a very complex socio-cultural situation, described in these terms by Benrabah:

By 1962, colonial France had dismantled the tribal structure completely. There were 10 million Algerians, a quarter of whom lived in towns, and less than one million non-Moslems who left the country. The illiteracy rate stood at around 90%, with only 5.5% (around 300,000) of the population literate in Literary Arabic only. As for competence in French, one million could read it and six million spoke it (2014, p. 46).

As stressed by Maamri (2009), the authorities of post-independent Algeria saw the situation as follows: without re-establishing the foundation of that identity--the Arabic language--the Algerian society, whose identity had been suppressed for 130 years, could not start the process of reconstruction. Accordingly, they engaged in a policy of Arabisation aimed at restoring the place of the Arabic language within Algerian society.

b) Arabisation

Arabisation refers to the process by which the Algerian government imposed various decrees, laws, and ordinances in order to reinvent Algeria's Arab identity by forcibly imposing the once-prestigious Classical Arabic, which was artificially transformed into Modern Standard Arabic (MSA) (Belmihoub, 2012). Ahmed Ben Bella, the first Algerian president (1962-1965), initiated the Arabisation policy. It was a symbolic act because Algeria, at that time, lacked Arabic-speaking executives and teachers. It was Houari Boumedienne, Algeria's second president (1965-1978), who opted for a radical approach to Arabisation policy. He imposed the use of Arabic in the civil service, setting a three-year deadline for civil servants to master the language. The same thing happened in education, where Abdelhamid Mehri, the head of primary and secondary education, encouraged an increase in Arabisation after

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1970. Prior to being included in the reform, higher education resisted for a little while longer (Maamri, 2009).

While the 1980s witnessed an Arabisation policy without relief, the 1990s saw a resumption of an Arabisation policy in a context marked by major socio-political and economic changes. Two laws were passed in the 1990s: law No. 91-05 of January 16, 1991, which required the Arabisation of all government buildings, schools, institutions by July 5, 1992, and the total Arabisation of higher education by July 5, 1997. On December 22, 1996, The National Transition Council- Conseil National de Transition (CNT) adopted a second law, modifying and completing the previous law on the generalisation of the use of Arabic, in which deadline for higher education extended to July 5, 2000. Its stated goal was to challenge French dominance (Maamri, 2009).

As a result, institutional Arabic now serves more purposes. In addition to the Ministry of Education, where de-Frenchification is almost complete, the Justice Ministry, the Ministry of Religious Affairs, and the town hall registry offices have all undergone some degree of Arabic conversion. Literary Arabic is the only language that is taught in primary, secondary, and university-level humanities programs in the educational sector (Benrabah, 2014).

The Arabisation policy in the educational system has been criticized for neglecting the Algerian population's linguistic variety (Malki & Azerouel, 2021). Furthermore, students from the Algerian school master neither the Arabic language nor French (or English). Maamri calls them «trilingual illiterates» (2009, p. 85). This observation led to the reforms of the 2000s, under the presidency of Abdel Aziz Bouteflika (1999-2019), with the aim, among other things, of restoring bilingualism in Algerian schools. Opponents of these reforms saw them simply as an abandonment of Arabisation in favour of the return of French, in particular when these reforms stipulate its introduction in the 2nd primary year (Nadia, 2011). This last opinion perfectly reflects the controversial political debate about the linguistic policy in Algeria.

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1.2.2. Political Factors

When colonial France succeeded in dominating the Algerian people, it began a policy of deculturation. The major aspect of this policy was the Frenchification and devaluation of Algerian history by targeting the natives' tongues and convincing native elites that they had no history or civilisation (Benrabah, 2014). Consequently, it was legitimate for the authorities of independent Algeria to advocate a policy of de-Frenchification. These authorities considered that Arabisation was the most adequate means of implementing this policy. This policy found resistance within the French-speaking elites indoctrinated by the french colonial power, who opposed fierce resistance to the hegemony of Arabisation. It was the FFS (Front des Forces Socialistes-Socialist Forces Front), an underground political opposition party, that politically supported this resistance, which then turned into armed resistance in 1963 against the government policies of the time. Years later, this same party, which had become legally active following the political reforms of 1989, took part in demonstrations against the law on the generalisation of Arabic in the public administration mentioned above.

The Rally for Culture and Democracy (RCD) is another party that claims to represent the Kabyle fringe of the population. The RCD went further by actively and openly seeking the support of the Francophone community to publicly thwart the rise of the Islamist movement. According to Jacob (2019) «[In Algeria], the distinction between French-speakers and Arabic-speakers is important not in defining their linguistic practices but in situating oneself in the political landscape.»(P.39)

Thus, a coalition has formed to proclaim that, along with Arabic and Berber, French remains the official language of the nation. French, according to the argument, is the language of progress. Even though the alliance was thought to be the best strategy for effectively countering the Islamist movement, it would foster ties with France and thereby unintentionally enable the former coloniser to maintain its hegemony (Maamri, 2009).

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1.2.3. Socio-cultural Factors a)Amazighm

As mentioned above, opposition to Arabisation comes in particular from Berber speakers and French speakers who campaign for the promotion of the Tamazight language and the maintenance of the French language as an official language. They believed that the different Berber varieties, French, and even dialectal Arabic were the targets of Arabisation (Benrabah, 2014).

From the 1970s, Berbers began to proclaim, sometimes violently, Berber cultural and linguistic rights (Belmihoub, 2012). The continued activism led the government to introduce "Amazighm" as an element of the Algerian identity in 1996, to recognize Tamazight as the second national language of the state in 2002 (Nawel, 2017), and finally to make it the second official language in 2021 (Algerian Constitution).

b) French and French Culture

As for the French language, the continuation of French rule in Algeria could be interpreted as a form of resistance to Arabisation's dominance (Le Roux, 2017). Indeed, despite the strong Arabisation policy, French still occupies a prominent place in the Algerian socio-cultural landscape, but it is above all a source of controversial debates. We cite here two diametrically opposed visions that provide information on the deep divergence of Algerian intellectuals as to the place of the French language in Algeria.

The first vision is carried by the words of KatebYacine, who once said: "I write in French to tell the French that I am not French; the French language is our spoil of war" (as cited in Belmihoub, 2012, p. 4).

The second opinion comes to us from the words of an Algerian poet/writer who confided, in an interview recorded by the sociologist Gordon in 1963, that "French is a clear and beautiful language, . . . but it holds too many bitter memories for us" (Gordon 1966, 113, as cited in Benrabah, 2013, p. 90).

Thus, the long-term exposure to French culture has vitiated the language of Algerians and caused a profound linguistic alienation; as a result, some French-

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speaking intellectuals must assume "cultural condemnation" as long as they are seen as a threat to "cultural identity", while others are forced into silence or exile (Maamri, 2009, p. 87-88).

1.2.4. Socio-economic Factors

In the socio-economic sphere, French remains the dominant language. Arabisation could not supplant the French language. Benrabah (2014) hypothesized that the preservation of the old "socialist" statist economic structure, as well as the refusal to fully open Algeria's economy to the world market, would protect the French language from the challenge of English, its most serious rival today.

Within Algerian society, French continues to be a symbol of modernity. It is a means of social promotion, especially when associated with the most prestigious disciplines such as medicine, science and technology, and engineering. The behaviour of many Algerians, especially in the big cities, reflects this vision. Indeed, to show his/her modernity and his prestigious place within society, the Algerian speaks French. Those who do not master it force themselves to introduce a few words of French into their speech. Thus, during daily business transactions, many Algerians use French words, especially in terms of price. They prefer to sell and buy in French. Consequently, the language used at home and on the street is still a combination of Algerian dialect and French words (Maamri, 2009). Modern Standard Arabic is used as long of instruction in all level of educational system. It also serves as support for teaching in most non-technical faculties. Additionally, Modern Standard Arabic is associated with religious purposes.

Benrabah (2007) describes the Algerian linguistic landscape in these words:

For the majority of Algerians, (1) their first languages, Algerian Arabic and/or Tamazight, allow them to draw their sense of national belonging (identity), (2) Literary/Classical Arabic is associated with Arabo-Islamic values (religion), and (3) French . . . in some specific domains, represents economic power (p. 247).

The socio-economic changes experienced by the country in the 1990s, marked by an orientation towards a market economy, greater openness to international markets,

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and a desire to attract foreign capital, have allowed English to become more prevalent in the Algerian linguistic landscape.

1.3. The Status of English in Algeria

English is making a place for itself in the Algeria's linguistic landscape, taking advantage of the chronic duality between Arabic and French.

1.3.1. English as a Global Language

The English language continues to be highly important and valuable, not just as an international language but also as a world language. It is currently the predominant or official language in over 75 territories, and it is widely taught as the primary foreign language in primary and secondary schools worldwide (Hoa & Tuan, 2007). English has proven its effectiveness in service in a globalised world. The citizens of the world use this language to interact with others in the economic, financial, scientific, cultural, and even sporting fields.

1.3.2. English in Algerian Social Life

In Algerian society, English has profited immensely from the largely positive views of the majority of users and non-users. Furthermore, English has taken advantage of the attacks against French to occupy, little by little, the educational and environmental landscape (Miliani, 2001). In a globalised world where economic, financial, scientific, cultural, and even sporting exchanges multiply on a daily basis and are mainly done in English, the Algerian is not left out and tries to adapt by opting for English as a medium of interaction. The generalisation of the internet and mobile telephony has increased the importance of English. Hence, the more connected society is, the greater the demand for English proficiency. In addition, economic reforms aimed at integrating the Algerian economy into the global capitalist system, making the economy increasingly liberal and open, have favoured the spread of the English language in the economic sphere (Benrabah, 2014).

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1.3.3. English in the Algerian Education System

In Algeria, since independence, English has always been taught as a second foreign language in middle school. In 1992, a short attempt to introduce English in primary school turned into a failure. Initiated by the minister of education at the time, Yahia Benmohamed, this reform aroused two opposing opinions. The first comes from supporters of the French language. They were extremely against this reform. They advocated in favour of maintaining French teaching at primary schools, as long as they perceived this initiative as another form of Arabisation. They contended that daily exposure to French language allows the child to learn it easily in school. On the other hand, the second opinion supported teaching English as a universal language. They saw the future of Algerian pupils in learning English; French, for them, belonged to the past. In the end, the first group won the duel, forcing the minister to resign, and the reform was abandoned. In fact, the introduction of English to compete with French became a purely socio-political issue that revived the old conflicts between supporters and opponents of the Arabisation policy (Nawel, 2017). Jacob (2019) confirms, «English is systematically presented in opposition to French, thereby immediately politicising its discursive use and promotion» (p.45).

At the start of the last school year 2022-2023, Algeria has officially opted for the teaching of English in the primary school, following the instructions of the President of the Republic in the Council of Ministers of June 19, 2022. ( aps.dz, June 19, 2022). Unlike the previous experience, this time English is taught alongside French in the 3rd year (grade 3).

Regarding higher education, the beginning of the current academic year (20242025) has seen a shift from French to English as medium of instruction in the technical and scientific (Messeded, 2023).

1.4. English as a Medium of Instruction in Algerian Higher Education

People worldwide are keen on learning English, as it is recognized as the global lingua franca (Malki & Azerouel, 2021). Consequently, numerous countries choose to introduce English at the primary school level, either as an optional or a mandatory

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subject (Hoa & Tuan, 2007). At the higher education level, many universities adopt English as medium for academic production and instruction, to provide students with the skills they need to succeed in a competitive labor market, also to achieve international acclaim in scientific research.

1.4.1. English as Medium of Instruction

In a globalized world, a growing shift towards the use of English as language of teaching scientific and technical subjects in higher education is undertaken. Thus, a new term appeared «English as Medium of Instruction EMI». Dearden (2014, p.4) defines it as follow: «The use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English.»

Today, there is an increasing movement towards «internationalisation of universities» throughout what is named an "Englishization". The goal is to attract international teachers and students, prepare local students for an international world and boost their job chances, acquire access to a greater range of resources, overcome the language and translation barriers for publications, and obtain visibility and notoriety (Dearden, 2014 and Boulkroun and Khenioui, 2023).

Since 2019, Algeria has witnessed a growing inclination toward adopting English in higher education, recognizing it as a language of science and opportunity. Bouzid

Tayeb, the former Minister of Higher Education (April 2019- January 2020),
claimed that French is useless with no future. He conducted a survey on the transition from French to English, which turned out to be favorable to the initiative (Boulkroun and Khenioui, 2023). This transition gained momentum with the appointment of Kamel Beddari as Minister of Higher Education in September 2022. Preparations for the shift began that year, focusing on teacher training and curriculum updates. Ultimately, these efforts culminated in the decision to replace French with English as the medium of instruction, starting from the 2023/2024 academic year.

The success of this initiative relies on several key factors, including adequate preparation, the linguistic proficiency of both teachers and students, and their

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dedication to the process. To ensure a smooth transition, it is essential to implement supportive measures such as intensive training programs and tailored curricula.

Nevertheless, the process is not as simple as we believe, despite the unanimity on the fact that French is now less useful in higher education and in university research, but it remains a language rooted in the landscape Algerian linguistics. In addition, the majority of teachers in the technical and scientific field have basic training in French, and almost all of the educational resources and documents are in French.

1.4.2. Linguistic Shift from French to English as Medium of Instruction

Although there is widespread agreement on the advantages of adopting English as a medium of instruction, Algeria faces significant delays in its implementation due to a range of political, cultural, social, and academic factors. The ongoing tension between French-speaking and Arabic-speaking communities presents a major obstacle, as English is often perceived as a competitor to French. Additionally, the promotion of English is sometimes viewed as a push for complete Arabization, potentially undermining Algeria's cultural diversity. Furthermore, Algerian society generally exhibits resistance to Anglo-Saxon cultural influences. Compounding these challenges is the country's long-standing reliance on the French language, which, along with Arabic, dominates academic and scientific discourse in Algerian universities. This historical dependence on French, coupled with the substantial scientific legacy associated with it, renders the transition to English a complex and challenging process.

According to Senouci and Gacem (2024), the rapid adoption of English in Algerian higher education risks exacerbating knowledge gaps and undermining effective functioning if not carefully managed. A hasty transition without proper safeguards could lead to chaos and negative outcomes.

In this context, the Ministry of Higher Education has implemented several measures to facilitate the transition from French to English as the medium of instruction in Algerian universities. First, it mandated the training of all lecturers to achieve proficiency levels (B2 or C1 of the Common European Framework of

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CHAPTER ONE LINGUISTIC REPERTOIRES AND ENGLISH STATUS IN ALGERIA

Reference for Languages, CEFR) sufficient for delivering courses in English, with a particular emphasis on English for Specific Purposes (ESP). Secondly, an online platform dedicated to English language learning was launched to support this initiative. Thirdly, a complementary training program was introduced for doctoral students in their first year of study, designed to help them reach a B2 or C1 level of English proficiency. Fourthly, pedagogical committees were established at each university to oversee the English training of both lecturers and doctoral students. Finally, the Ministry formed a national committee to supervise and manage all aspects of the training programs for lecturers and doctoral students in English. These measures aim to ensure a structured and effective transition to English as the medium of instruction (Messeded, 2023).

Hence, Higher education in Algeria has made a significant and progressive step toward internationalization, more visibility, and better ranking for Algerian researchers and universities by adopting English as the main medium of instruction in scientific and technical fields starting from September 2023 (Boulkroun and Khenioui, 2023). However, this transition is not without its criticisms, constraints, and challenges. Critics highlight concerns about the perceived haste and lack of adequate preparation for this shift. Additionally, the constraints and challenges primarily revolve around the adaptation of curricula and the preparedness of key stakeholders, including both students and teachers, to effectively embrace this change.

1.4.3. Teachers' Attitudes towards Introducing English as Medium of Instruction

Previous studies show that teachers are in favour of switching from French to English as the language of instruction in Algerian higher education. About 62 percent of teachers endorse using English as a medium of instruction, believe that EMI will improve students' language competency, and anticipate that EMI will contribute to Algerian universities' competitiveness (Benkhattou, 2023).

However, this shift from French to English as medium of instruction is facing some challenges such as language proficiency, pedagogical skills, and institutional support (Ouarniki, 2023).

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CHAPTER ONE LINGUISTIC REPERTOIRES AND ENGLISH STATUS IN ALGERIA

One major obstacle is the age and educational background of many teachers, as older instructors or those trained predominantly in French or Arabic may struggle to adapt to teaching in English. Additionally, there is a notable lack of suitable teaching materials and textbooks tailored to the specific needs of Algerian institutions, which hampers effective implementation. Low proficiency in English among both teachers and students further complicates this shift, making it difficult to ensure high-quality instruction. Resistance to the change also arises from ideological, methodological, or technical concerns, with some viewing the move as an imposition or as a disruption to established practices. Finally, time constraints and staffing shortages limit the capacity to provide adequate training and support, further slowing the progress of this ambitious educational reform (Boulkroun and Khenioui 2023).

On the other hand, some teachers express skepticism regarding the success of this transition. They argue that the decision was "sudden and unanticipated" and lacked "rational planning," which could ultimately lead to its failure (Senouci & Gacem, 2024, pp. 195-197). Furthermore, the additional training programs impose an extra workload on teachers, compounding their existing academic responsibilities (Messeded, 2023). Finally, many educators assert that the linguistic environment is not adequately prepared to support this shift, and both universities and students lack sufficient readiness to adopt English as a medium of instruction (EMI) (Senouci & Gacem, 2024).

In summary, while the shift from French to English as a medium of instruction (EMI) in Algerian higher education is widely viewed as a step toward enhancing students' language skills and university competitiveness, it faces significant challenges. These include low proficiency among teachers and students, insufficient teaching materials, resistance due to ideological and methodological concerns, and inadequate institutional preparedness. Despite these obstacles, the transition has garnered support from many educators who recognize its potential benefits.

Equally important is the perspective of students, whose attitudes toward EMI reveal both enthusiasm for its advantages and concerns about its practical implications for their learning experience.

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CHAPTER ONE LINGUISTIC REPERTOIRES AND ENGLISH STATUS IN ALGERIA

1.4.4. Students' Attitude toward the Shift from French to EMI

The transition from French to English as a medium of instruction (EMI) in Algerian higher education has elicited a range of responses from students, reflecting both optimism and concern. On the one hand, comprehension and interaction challenges associated with EMI highlight notable obstacles to effective teaching and learning. Kherbache and Bellaghma (2024) reveal that 75.9% of students struggle with the transition, citing issues such as low English proficiency (13.8%), difficulty understanding course materials (6.9%), and insufficient resources (3.4%). These challenges suggest that insufficient language proficiency may hinder academic performance, underscoring the need for focused support to improve language skills and provide adequate resources.

Despite these difficulties, students generally perceive the shift to EMI as significant and advantageous. They emphasize the potential benefits of this transition, particularly its role in enhancing their language skills and preparing them for global academic and professional opportunities (Aounallah & Djaafar, 2024). For many, the adoption of English offers an opportunity to access international resources, collaborate across borders, and increase their employability in a globalized world. Furthermore, 62.9% of students believe that studying in English significantly enhances their learning experience, while 62.9% also feel it improves their career prospects (Kherbache & Bellaghma, 2024).

Moreover, students describe English as simpler and more accessible than French, especially in terms of grammar and vocabulary. Unlike French, which is characterized by complex grammatical rules, English is often viewed as more straightforward and user-friendly. This perception may ease the learning process and foster a more positive attitude toward the language shift. Additionally, students hold a positive aesthetic and emotional appreciation for English. They value its capacity to express a wide range of emotions and ideas, which contributes to its appeal as a medium for academic and personal communication (Touahmia & Bakar, 2024). This emotional connection to the language strengthens their willingness to embrace EMI, despite the practical difficulties they may encounter during the transition.

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In summary, while students face notable comprehension and participation challenges with EMI, their overall attitude toward the shift remains optimistic. They recognize both the practical and emotional advantages of English, viewing it as a key tool for academic success and global integration. These perspectives underscore the importance of supporting students through targeted interventions to address language barriers and enhance their learning experience in this new academic context.

1.5. Conclusion

This chapter aims to present a comprehensive overview of the existing literature related to Algeria's current sociolinguistic landscape. It includes an analysis of the factors contributing to this situation, the role of English within the Algerian linguistic context, its integration into the national education system, and the challenges and objectives associated with the recent decision of the shift from French to English as the medium of instruction in higher education. Particular emphasis is placed on examining teachers' and students' attitudes toward this significant transition.

CHAPTER TWO: METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

2.1. Introduction

2.2. Research Design

2.3. Research Instruments

2.3.1. Questionnaires

2.3.2. Interviews

2.3.3. Description of the Instruments

2.4. The Sample of the Study

2.5. Treatment of Data

2.6. Data Analysis

2.6.1. Questionnaire Analysis

2.6.2. Interview Analysis

2.7. Data Interpretation

2.8. Suggestions and Recommendations

2.9. Contribution to Knowledge

2.10. Research Limitations

2.11. Conclusion

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CHAPTER TWO: METHODOLOGY, DATA ANALYSIS AND
INTERPRETATION

2.1. Introduction

This chapter focuses on the practical aspects of the research, presenting the design and methodology employed to investigate the first-year experience of the transition from French to English as the medium of instruction at Naama University Centre. The study aims to evaluate the impact of EMI on students' knowledge assimilation and to examine teachers' attitudes toward this shift. The chapter begins by providing a comprehensive overview of the research design, followed by an explanation of the participant selection criteria, data collection methods, and analytical procedures. It concludes with recommendations and implications, offering contributions to the understanding of this educational transition.

2.2. Research Design

This piece of research aims to evaluate the new experience of the shift from French to EMI in Algerian higher education. To achieve this goal, a descriptive study will be conducted using a mixed method: a questionnaire to gather quantitative data for students and an interview based on a qualitative method for teachers.

2.3. Research Instruments

This research is a type of a survey. Such a method is seen as a technique for gathering data from a representative sample of individuals using different instruments composed of questionnaires and interviews.

2.3.1. Questionnaire

Zohrabi (2013) argued that questionnaires are without a doubt one of the most important sources of data in any research project. The key point, however, is that when designing a questionnaire, the researcher must ensure that it is valid, reliable, and easy to understand. There are, in general, three types of questionnaires: structured

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(or closed-ended) questionnaires, unstructured (or open-ended) questionnaires, and a mixture of the two types above.

This questionnaire aims to explore students' attitudes toward English as a Medium of Instruction (EMI) in higher education. It examines the challenges faced during the transition from French to EMI, the impact of this shift on knowledge acquisition, and students' perspectives on the potential benefits of EMI for their future professional endeavors and workplace opportunities.

The questionnaire targeted students from the Institute of Science and the Institute of Technology at Naama University Centre, aiming to assess their attitudes and experiences with EMI. It contains 13 questions, including demographic questions, multiple-choice questions, dichotomous questions, Likert scale questions, and open-ended questions, which are designed to gather both quantitative and qualitative data. The questionns focused on students' perceptions of the shift, difficulties encountered during the transition, its impact on their comprehension and academic performance, and their expectations regarding future opportunities linked to EMI. This instrument was designed to capture a diverse range of student opinions and provide a statistical overview of their responses.

2.3.2. Interview

To gather comprehensive data on the transition from French to English as the medium of instruction in Algerian higher education, a structured interview for teachers is used. To define the interview, Aksu (2009, p. 202) said that:

One of the most effective data collection methods in an educational research is the use of interviews. It is not easy to define what an interview is, for there are various types of interviews. . . . In other words, the interview is another research tool for obtaining rather detailed information about educational topic or topics that are not directly observable in selected individuals involved in the sample by asking questions directly to the respondent.

The structured interview was designed to explore teachers' perspectives and attitudes toward the transition to English as a medium of instruction (EMI). It consisted of a series of nine (09) open-ended questions that explored various

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aspects, including teachers' readiness for the shift, perceived challenges, and expectations for its impact on teaching and learning. The interview aimed to capture qualitative insights into how teachers experience and navigate this transition, as well as their views on its implications for pedagogical practices and institutional policies.

These instruments were carefully crafted to complement each other, offering a holistic understanding of the transition process. While the questionnaire provided a broad quantitative overview of student attitudes, the interviews offered in-depth qualitative insights from teachers, enabling a comprehensive analysis of the challenges, opportunities, and dynamics of implementing EMI in Algerian higher education.

2.4. The Sample of the Study

The participant sample for this study comprised students from the Institute of Science and the Institute of Technology at Naama University Centre who are currently undergoing the transition from French to English as the medium of instruction, encompassing all academic levels (L1, L2, L3, M1, M2). This constituted a non-probability sample, primarily utilizing a convenience and purposive approach to ensure a broad representation of student experiences across different stages of their higher education.

Initially, the researchers aimed to administer a questionnaire in hard copy format. However, due to students' preference for digital formats, the questionnaire was also made available via Google Forms and shared through student social media groups. The questionnaire was distributed in two languages (Arabic and English) for both versions (hard and soft). The majority of responses were received mainly in Arabic.

A total of 98 responses were initially collected on both format digital (62) and hard copy (36). However, due to a technical error stemming from limited familiarity with the Google Forms platform, the initial 09 responses were inadvertently deleted. This loss of valuable data was regrettable. Data processing therefore involved 89 responses.

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Figure 2.1.Google form questionnaire for students (Arabic)

Figure 2.2. Google form questionnaire for students (English)

As for the teachers, it proved challenging to schedule face-to-face interviews due to their heavy workloads during the fieldwork period (late April to early May). The majority of the contacted teachers were unavailable for in-person interviews. Consequently, they requested to complete the interview questions in a digital format, and this option was provided.

The researchers contacted 33 teachers and administered a Google Form in two languages, English and French, ultimately obtaining responses (in both hard copy and digital form) from 12 teachers (06 from each institute). This constituted a non-probability, voluntary response sample, comprising those faculty members who chose to participate from the initially approached group.

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Figure 2.3. Google form interview for teachers (English)

Figure 2.4. Google form interview for teachers (French)

2.5. Treatment of Data

The data collected from the interviews will be analyzed using qualitative data analysis methods. This process involves organizing the collected data and conducting a thematic analysis to identify recurring themes or patterns related to teachers' perspectives and attitudes toward the transition. Responses will be systematically coded by categorizing them into key themes, followed by an in-depth interpretation to uncover the underlying meanings and gain insights into teachers' experiences and viewpoints.

As for the questionnaire, the data collected will be analyzed using quantitative data analysis methods. Responses will be compiled and statistically organized by calculating frequencies, percentages, and means to summarize the findings. Cross-tabulation will be employed to examine relationships between variables, and charts

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and graphs will be used to present the results clearly, enhancing visualization and comprehension of the data

2.6. Data Analysis

This section is dedicated to the analysis of the results of the questionnaire and the interview.

2.6.1. Questionnaire Analysis

The survey encompassed both the Institute of Science and the Institute of Technology, targeting students across all academic levels, from first-year undergraduate (Licence) to second-year Master's programs. The questionnaire was designed to explore multiple dimensions of the transition to English as a Medium of Instruction (EMI), including: general background information, students' attitudes toward EMI, the challenges they encountered, the availability and effectiveness of learning and support resources, and their overall perceptions and suggestions regarding the shift to English.

Section 1: General Background Information

Q1: Age

Table 2.1. Respondents' Age

Age	Frequency	Percentage
18-20	29	32%
21-24	48	54%
25-29	07	08%
30 and Above	05	06%
Total	89	100%

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Statistical Description of the Population

Table 2.2. Statistical Indicators of the Age of Respondents

Mean	21,97
Medium	21
Mode	21

The study sample consists of 89 students. The participants' ages range from 18 to 39 years, with a mean age of approximately 22 years and a standard deviation of 3.60, indicating a moderately varied age distribution. The most frequent age recorded (mode) is 21, while the median age also stands at 21, suggesting that the central tendency of the age distribution is consistent. Although the majority of participants fall within the typical university age bracket of 18 to 25 years, a few outliers were observed, extending the age range into the early and late 30s. This diversity in age may reflect differences in academic trajectories, re-enrollment, or professional development goals.

Q1: Gender

Table 2.3. Respondents' Gender

Response	Frequency	Percentage
Female	58	65%
Male	31	35%
Total	89	100%

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Total

Female Male

Figure 2.5. Respondents' Gender

The study sample comprised 89 participants, of whom 58 (65%) were female and 31 (35%) were male. This notable predominance of female respondents may be attributed to a combination of factors, including greater availability and a stronger sense of cooperation among female students. Previous research and anecdotal observations suggest that female students are often more responsive to academic surveys and more willing to engage in research activities, which could explain their higher representation in the present sample.

Q3: What is your field of study?

Table 2.4. Respondents' Field of Study

Field	Frequency	Percentage
Science	44	49%
Technology	45	51%
Total	89	100%

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Total

Science Technology

Figure 2.6. Respondents' Field of Study

The researchers aimed to ensure equal representation of participants from both the Institute of Technology and the Institute of Science. However, due to the accidental loss of the initial nine responses, the final sample consisted of 89 participants, which slightly limited the achievement of perfect equivalence. Nonetheless, a relatively balanced distribution was maintained, with 45 responses (51%) from the Institute of Technology and 44 responses (49%) from the Institute of Science.

Q4: What is your current year of study?

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Figure 2.7. Respondents' Level of Study

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To ensure a comprehensive understanding of the transition to English as a Medium of Instruction (EMI), the questionnaire was distributed to students spanning all levels of study within both the Institute of Science and the Institute of Technology. This approach was intended to capture the potentially diverse linguistic backgrounds, varying perceptions of the transition, and age-related differences in judgments among the student body. The collected data indicates that 58.4% of respondents were enrolled in undergraduate programs (Licence L1, L2, and L3), while 41.6% were pursuing Master's degrees (Master levels M1 and M2). This distribution closely reflects the overall demographic composition of the populations of Algerian university student.

Q5: What is your primary language of instruction before the transition to English?

Table 2.5. Respondents' Linguistic Background

Language	Frequency	Percentage
Arabic	25	28%
French	62	70%
Other	2	2%
Total	89	100%

Arabic
French
Other

Figure 2.8. Respondents' Linguistic Background

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

The findings reveal that a significant majority of respondents (70%) reported using French as the primary language of instruction prior to the adoption of English as a Medium of Instruction (EMI), while 28% indicated the use of Arabic and 2% referred to other languages. This distribution mirrors the linguistic landscape of Algerian higher education, where French traditionally serves as the dominant medium of instruction in scientific and technical disciplines. Moreover, it suggests that most students are already accustomed to studying through a foreign language, which may influence their adaptability to EMI.

Q6: How do you scale your English proficiency?

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Figure 2.9. Respondents' English Proficiency

The data reveals a varied distribution of self-perceived language competence among students. Only 7.9% of respondents rated their English proficiency as excellent, and 13.5% considered it very good. A notable majority (58.4%) positioned themselves at a neutral level, suggesting a moderate command of the language without strong confidence or complete deficiency. Meanwhile, another 13.5% assessed their proficiency as bad, and the remaining respondents categorized their English as terrible. This distribution underscores a potential challenge for the implementation of EMI, as a substantial majority of students do not perceive themselves as having a strong foundation in English, which may necessitate targeted

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

support and resources to facilitate their academic success in this new linguistic environment.

Section 2: Attitudes toward English as Medium of Instruction

Q7: How do you feel about the transition from French to English as the medium of instruction?

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Figure 2.10. Respondents' Feeling toward the Shift to EMI

The responses concerning students' attitudes towards the transition from French to English as the medium of instruction indicate a generally positive inclination. A substantial proportion of respondents expressed favorable sentiments, with 32.6% reporting feeling 'very positive' and an additional 37.1% indicating a 'positive' outlook. This combined positive sentiment (69.7%) suggests a considerable level of acceptance or optimism regarding the linguistic shift. 22.5% of respondents took a 'neutral' stance, potentially reflecting uncertainty or a lack of strong opinion at this stage. Conversely, a smaller segment of the student population expressed negative feelings, with 2.2% indicating a 'negative' response and 5.6% reporting a 'very negative' sentiment. These results suggest a general openness and even enthusiasm for the shift to EMI, However, the presence of neutral and negative responses, even though limited, highlights the need to address concerns related to language proficiency, support systems, and inclusive implementation to ensure all students benefit equally from the transition.

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Q8: How comfortable are you with studying in English?

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Figure 2.11. Respondents' Comfort with English

The survey results regarding students' comfort with studying in English indicate a generally favorable disposition, though with a noticeable degree of variation. A significant proportion of respondents 23.6% reported being totally comfortable, and 33.7% indicated they are very comfortable, totaling 57.3% of students expressing high levels of ease with English as a medium of instruction (EMI). This suggests that over half of the sample feel confident navigating academic content in English, possibly reflecting previous exposure to the language through schooling, media, or self-directed learning.

Meanwhile, 24.7% selected a neutral stance, which may signal uncertainty, limited experience with EMI, or a moderate level of comfort that could improve with additional support. On the less favorable end, 13.7% reported being not comfortable, and the remaining respondents (4.5%) were not comfortable at all. This combined 18.2% suggests a minority of students face real challenges in adapting to EMI, potentially due to insufficient language proficiency, anxiety, or lack of institutional support.

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Q9: Do you believe the shift to English will enhance your academic and professional opportunities?

33

Figure 2.12. EMI and Academic and Professional Opportunities

The data reveals a predominantly optimistic view among students regarding the potential benefits of shifting to English as the medium of instruction (EMI). A substantial 76.4% of respondents either strongly agree (30.3%) or agree (46.1%) that this transition will enhance their academic and professional opportunities.

A smaller portion of the population (14.6%) selected a neutral response, indicating either uncertainty or a wait-and-see approach. On the contrary, only a minority expressed skepticism, with 6.7% disagreeing and 2.2% strongly disagreeing with the idea that EMI will improve their prospects. While the overwhelming majority anticipates enhanced opportunities, the presence of neutral and negative viewpoints warrants further investigation to understand the underlying concerns and to ensure that the potential benefits of the EMI policy are effectively communicated and realized for all students.

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Section 3: Challenges Encountered

Q10: What challenges are you facing while studying in English?

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Figure 2.13. Challenges Faced while Studying in English

The responses to the question concerning the challenges faced while studying in English reveal several significant obstacles for the student population. The most prevalent challenge identified was 'Low English proficiency' (37.1%) indicating that a substantial proportion of students perceive their current English language skills as a primary barrier to their academic engagement within the new Medium of Instruction. A considerable proportion (18%) also reported experiencing a 'Lack of adequate resources (textbooks, videos, etc.)' specifically tailored for English-based instruction, suggesting a potential gap in the availability of suitable learning materials. Similarly, 'Limited support from teachers' was cited by another 18% of respondents, highlighting a perceived need for enhanced pedagogical strategies and assistance from instructors to facilitate learning in English. Furthermore, 15.7% of students identified `difficulty understanding course materials' as a major challenge. This may result from linguistic complexity, technical vocabulary, or the instructional design of materials not being adapted to non-native English speakers. Finally, the 'Other' category, representing 11.2% of responses, suggests the presence of additional, less frequently articulated challenges.

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Q11: How often do you experience difficulty participating in class discussions or activities due to the language change?

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Figure 2.14. Difficulty Participating in Class Due to the Language Change

The responses regarding students' difficulty participating in class as a result of the language shift to English reveal a significant level of linguistic barrier to active engagement. A substantial proportion of respondents indicated experiencing difficulties with participation at least some of the time, with 28.1% reporting this 'often' and 39.3% stating 'sometimes.' This combined percentage (67.4%) suggests that over two-thirds of the student population encounter challenges in actively contributing to classroom discussions and activities due to the change in the medium of instruction. Furthermore, a notable fraction reported experiencing this difficulty frequently, with 6.7% indicating 'always.' In contrast, only a minority of students reported consistently unaffected participation, with 13.5% stating 'never' experiencing such difficulties and 12.4% reporting 'rarely.' These findings underscore the considerable impact of the language transition on classroom dynamics and highlight the need for pedagogical strategies that actively support and encourage participation from students with varying levels of English proficiency

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Q12: Does the shift to English make it harder for you to understand and assimilate knowledge in your courses?

Table 2.6. Influence of EMI on Understanding and Assimilation of

Knowledge

Response	Frequency	Percentage
Yes	37	42%
No	52	58%
Total	89	100%

Figure 2.15. Influence of EMI on Understanding and Assimilating Knowledge

The responses to the question regarding whether the shift to English as the medium of instruction has made it more difficult to understand and assimilate knowledge in their courses reveal a divided student body. A significant proportion of the respondents, comprising 42% (n=37), indicated that the linguistic transition has indeed presented a barrier to their comprehension and knowledge acquisition. Conversely, a larger segment, representing 58% (n=52) of the participants, reported that the shift to English has not made it harder for them to understand and assimilate course content. This near-majority suggests that while a substantial group of students is experiencing increased cognitive load or linguistic challenges impacting their

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

learning, a greater number do not perceive a significant obstacle to their understanding due to the change in the medium of instruction. These findings highlight the heterogeneous impact of the EMI policy on students' learning experiences and underscore the importance of providing targeted support for those experiencing difficulties while also acknowledging the adaptability of a significant portion of the student population.

Section 4: Overall Perception and Suggestions

Q13: Do you think the shift to English as the medium of instruction was implemented effectively?

37

Figure 2.16. Effectiveness of Implementation of EMI

The responses concerning the perceived effectiveness of the implementation of the shift to EMI present a divided perspective among the student population. While a majority expressed agreement, with 11.2% 'strongly agreeing' and 41.6% 'agreeing,' indicating a positive assessment of the implementation process (totaling 52.8%), a substantial proportion held a more neutral or negative view. Specifically, 30.3% of respondents adopted a 'neutral' stance, suggesting a lack of a firm opinion or perhaps an observation of both positive and negative aspects. Furthermore, a notable segment expressed disagreement, with 13.5% 'disagreeing' and 3.4% 'strongly disagreeing' with the effectiveness of the implementation. This combined negative sentiment (16.9%) highlights areas of concern or perceived shortcomings in

CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

the transition process. The presence of a large neutral group suggests that a significant portion of the student body may be either undecided or observing the ongoing effects of the policy. These findings underscore the need for a nuanced understanding of the factors influencing these varying perceptions and for ongoing evaluation and potential adjustments to the implementation strategy to address student concerns and optimize the transition process.

Q14: Do you believe the transition will ultimately benefit Algerian higher education? Why? or why not?

Table 2.7. Respondents' Opinions on the Benefits of EMI

Response		Frequency	Percentage
Yes		75	84%
No		4	4%
Maybe		4	4%
/		6	7%
4 Total		89	100%
80 70 60 50 40 30 20 10 0
	f Maybe No Yes

38

Figure 2.17. Respondents' Opinions on the Benefits of EMI

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The majority of students (84%) believe that the implementation of EMI will be beneficial for Algerian higher education, 4% think the opposite and 11% remain without opinion or skeptical. This reflects a positive attitude toward the implementation of EMI.

Why? or why not?

Table 2.8. Respondents' Justification for the Opinions on the Benefits of EMI

Response		Frequency			Percentage
English Global Language		38			43%
Scientific and Academic Access		20			22%
Educational improvement and job opportunities		17			19%
Conditional or Uncertain Support		8			9%
Opposition or Skepticism		6			7%
Total		89			100%
Opposition or Skepticism Conditional or Uncertain Support Educational improvement and job opportunities Scientific and Academic Access English Global Language

0 5 10 15 20 25 30 35 40 45

Figure 2.18. Respondents' Justification for the Opinions on the Benefits of

EMI

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The second part of the question allows us to collect qualitative data to dig deeper to better situate these opinions. The responses can be grouped into five common themes:

1. English Global Language (38 responses - 43%)

Many respondents believe that transitioning to English is beneficial because it is the global lingua franca. They argue that using English aligns Algeria with international trends and facilitates communication and exchange with the wider world.

Example: «Yes, because English is the world's language and the language of scientific research.»

2. Scientific and Academic Access (20 responses - 22%)

Respondents frequently noted that English grants access to a wider range of academic resources and scientific literature, which are predominantly available in English.

Example: «The lack of cutting-edge research in French and Arabic make them both mediocre at best, as languages of academia.»

3. Educational improvement and job opportunities (17 responses - 19%)

Some believe the transition will open up more professional and international career opportunities, especially for those seeking to study or work abroad.

Example: «It will benefit higher education with the opportunities of work outside Algeria.»

A few respondents expressed that learning in English could enhance students' language skills, cognitive development, and overall educational quality.

Example: «Yes, to improve speaking and understanding the language in our scientific domain.»

4. Conditional or Uncertain Support (8 responses - 9%)

These responses supported the transition in theory but expressed doubts about its current implementation, suggesting that more groundwork (like early English education) is necessary.

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Example: «Logically yes... but it must be taught from primary school to promote it within society.»

5. Opposition or Skepticism (6 responses - 7%)

A small number of responses questioned the need for or benefits of the transition, emphasizing that quality education can happen in any language.

Example: «No, knowledge is unlimited... What matters is the quality of education. Language is just a means.»

This classification reveals that while there is broad support for the shift to English as a medium of instruction, it is mostly grounded in its perceived global utility and access to resources. However, concerns about implementation and inclusivity remain noteworthy.

Q15: What are your suggestions to improve the transition to English as the medium of instruction?

The concluding open-ended question of the questionnaire, designed to elicit suggestions and proposals for the rational and effective implementation of English as a Medium of Instruction (EMI), yielded a substantial number of responses, indicating a significant level of engagement among the participants. The richness of the data was evident in the multiple suggestions articulated within individual responses, resulting in a total count of recommendations exceeding the number of respondents. These diverse proposals were subsequently subjected to a process of thematic categorization to facilitate systematic analysis.

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Table 2.9. Respondents' Suggestions to Improve the Transition to EMI

Response		Frequenc	Percentag
Teacher Training and Qualification		27	21%
Availability of Resources and Materials		20	16%
Early and Gradual Introduction of English		18	14%
Student Support and Language		23	18%
Policy and Curriculum Reform velpment		10	8%
Cultural Integration and Exposure		14	11%
No Suggestion		17	13%
Total		129	100%
30 25 20 15 10 5 0

Teacher Availability of Early and Student Policy and Cultural No Suggestion

Training and Resources Gradual Support and Curriculum Integration

Qualification and Materials Introduction Language Reform and Exposure
of English Development

Figure 2.19. Respondents' Suggestion to Improve the Transition to EMI

1. Teacher Training and Qualification (27 responses -- 21%)

Respondents emphasized that teachers must be adequately trained in English, especially in scientific disciplines. Common points:

? Teacher training courses

? English proficiency for lecturers ? Scientific English specialization

Example: "Teachers must be trained in English language to facilitate the transmission of information."

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

2. Availability of Resources and Materials (20 responses -- 16%) Participants called for more accessible English-language resources, such as:

· Books

· Videos

· Digital tools

· Curricula in English

Example: "The availability of English resources in the scientific field."

3. Early and Gradual Introduction of English (18 responses -- 14%)

Many believe that English should be introduced early in the education system to make the transition smoother:

· Starting in primary school

· Phasing out French

· Long-term language policy shift

Example: "To start teaching it from the first year of primary school."

4. Student Support and Language Development (23 responses -- 18%) Respondents proposed support for students through:

· Summer and support courses

· Speaking/oral sessions

· Motivational and engaging language learning

Example: "Support lessons, especially oral ones, because they often focus on grammar and neglect communication."

5. Policy and Curriculum Reform (14 responses -- 8%)

Some suggestions focused on restructuring how EMI is implemented:

· Curriculum redesign in English

· Eliminating French in some fields

· Avoiding Arabic explanations during English instruction

Example: "Avoiding the use of Arabic in explanation."

6. Cultural Integration and Exposure (10 responses -- 11%)

These suggestions encourage creating an immersive English-language environment, including:

· Posters in English

· Watching media in English

· Making English part of everyday communication

Example: "Use it as a language of communication even outside the classroom."

No Suggestion (17 responses -- 13%)

Some respondents explicitly stated no suggestions or left the response blank.

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

2.6.2. Interview Analysis

The interview was conducted with teachers from both scientific and technological institutes who teach a variety of courses. Its primary aim was to gather their perspectives on the transition to English as a Medium of Instruction (EMI), to explore their attitudes toward this linguistic shift, and to identify the challenges they have encountered in moving from French to English as the primary language of instruction.

Q1. Could you briefly, tell us about your teaching experience, academic background, subject taught?

The sample of interviewed teachers represents a well-qualified and experienced cohort from Science and Technology institutes. While most were academically trained in French, there's an evident willingness and effort to adapt to EMI. Their background positions them well to comment on the practical challenges and implications of the EMI policy in Algerian higher education.

a) Teaching Experience

Several have many years of teaching experience, with specific mentions of starting in 2012, having a 10-year journey, teaching since 2017, and being a teacher since 2008. One has 5 years of part-time and 2 years of permanent experience. Another is relatively newer with two years of experience post-doctorate.

b) Academic Qualifications and Fields of Specialization

The respondents have diverse academic backgrounds, predominantly in scientific and technical fields. Most hold or are pursuing a Ph.D., reflecting a high level of academic preparation.

c) Linguistic Background in Teaching

Several teachers indicated they initially taught in French, but have since transitioned to or incorporated English into their teaching.

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Q2. What is your general opinion about the shift from French to English as the medium of instruction in Algerian higher education?

The teachers generally acknowledge the potential long-term benefits of adopting English as the medium of instruction, particularly in terms of global engagement and academic advancement. However, there is a strong undercurrent of concern regarding the practical challenges of implementing such a significant linguistic shift, especially concerning the preparedness of both educators and students, and the provision of adequate support and resources.

a) Positive with Conditions/Concerns

A recurring theme is the recognition of the potential benefits of the shift, such as aligning with global trends and improving research and opportunities. However, this positivity is often coupled with significant concerns about the practicalities and challenges of implementation. These concerns include the need for thorough study, good preparation for both teachers and students, and proper support from authorities. One teacher explicitly describes "mixed feelings," acknowledging the strategic value while emphasizing the fragility and the scale of the linguistic shift requiring a progressive and well-supported approach.

b) Well-Intentioned but Under-Supported

One opinion frames the shift as a "government project full of good will" but criticizes its lack of "proper support," suggesting that the intention is positive but the necessary resources and infrastructure might be missing.

c) Seen as Improvement

One teacher offers a straightforward positive view, stating that the shift "was great to improve education."

d) Fragile and Requiring Careful Study

Another opinion highlights the importance of the step but emphasizes its current "fragile" state and the necessity for careful study by relevant authorities.

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Q3. What challenges do you face personally in adapting to EMI?

The responses reveal several recurring challenges among teachers adapting to EMI in Algerian higher education. The primary challenges revolve around linguistic limitations, lack of formal training, and student preparedness. Teachers recognize the value of EMI but indicate that without structured support, the transition may compromise teaching quality and learning outcomes.

a) Language Proficiency and Communication Clarity

A dominant theme is difficulty using academic English, particularly in explaining complex scientific or technical concepts.Teachers report struggling to maintain the same clarity and precision they had in French. In addition, they mention several issues with fluency, vocabulary, and pronunciation, especially in scientific or technical contexts.

b) Lack of Training and Support

Multiple teachers highlight the absence of sufficient training, both for themselves and for students. This leads to low student proficiency, which complicates communication and comprehension in class. A perceived need for institutional training programs to support EMI transition.

c) Student Language Competence

Some educators note that the low English proficiency of students is itself a barrier to implementing EMI successfully. This slows down lessons and reduces the effectiveness of instruction.

d) Adaptation and Personal Efforts

A few teachers express a positive or adaptive attitude, saying they have managed to adjust over time, despite initial difficulties. Others report taking personal steps such as focusing on phonetics, articulation, and self-improvement in spoken English.

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

Q4. Do you feel adequately prepared to teach in English?

The responses from teachers reveal a clear sense of partial or insufficient preparedness for teaching in English, despite some personal motivation and gradual progress.

a) Majority Feel Underprepared

Most respondents explicitly state that they are not yet ready or need more time, support, and training. Statements like «Not yet», «No, not yet», and «Not that much» reflect widespread uncertainty. Even those who show willingness admit they require reinforcement in linguistic skills, especially academic communication.

b) Continuous Effort and Self-Improvement

A few teachers describe themselves as «getting there» or «partially prepared», indicating an ongoing personal effort to improve. This reflects a positive attitude toward EMI, even if confidence is still developing.

c) Conditional Readiness

Some respondents say they could be ready if certain institutional measures are taken, such as: Internships, refresher courses, or structured training within a Supportive pedagogical frameworks

d) Subject- and Level-Dependent Confidence

One teacher notes that preparedness varies depending on the subject taught and the students' level, suggesting that EMI challenges may not be uniform across disciplines or academic levels.

Q5. Following the transition to EMI, do you teach your courses only in English?

The data shows that full implementation of EMI is not yet widespread among the teachers. Instead, code-switching between English, French, and even Arabic is a common and necessary practice.

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a) Widespread Use of Code-Switching

The majority of teachers report mixing English with French and/or Arabic in the classroom. This occurs particularly during explanations of complex concepts or when students appear confused.

? One teacher stated: «I still use French and even Arabic to help students who have difficulties in English.»

b) English Used in Course Materials

Some respondents indicate that while slides and written content are in English, oral explanations are often supplemented with other languages to ensure comprehension.

A few teachers note that they only teach certain modules in English or depend on the student's level to decide the language used:

? For instance: «No, only one subject in the first year of Life and Earth Sciences...»

c) Conditional Full Use of English

A small number of teachers claim they can or would teach fully in English if conditions are met, such as: Having adequate language proficiency and resolving pedagogical and comprehension challenges.

d) Pedagogical Justification for Language Mixing

Teachers use other languages strategically, not out of resistance, but to facilitate understanding and ensure learning outcomes, especially in scientific and technical subjects.

Q6. Do you code switch to arabe or french to get your message across if it seems like it is not understood and the knowledge it carries is not assimilated ?

The responses clearly show that code-switching is a widespread and consciously adopted strategy among teachers to ensure effective communication and student understanding during EMI.

a) Unanimous Use of Code-Switching

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All respondents affirmed that they do code-switch to Arabic and/or French during instruction when needed. The primary reason cited was to enhance understanding and simplify complex concepts.

b) Pedagogical Justification

Teachers see code-switching as a practical and necessary strategy in the learning process due to the lack of students' proficiency.

? One noted: «Absolutely. When I see this empty look at the students' faces, I don't hesitate to go to French or even Arabic if necessary.»

? Another said: «This strategy is truly essential for me.»

c) Languages Used

Both Arabic and French are used, though some show a preference for one over the other depending on the context.

d) Contextual Switching

Responses highlight that the decision to switch languages is typically situational,

based on: student reactions, topic difficulty, and communication breakdown Q7. How do you think the transition to EMI has affected the quality of your teaching?

The responses reveal that while the initial phase of the transition to EMI can negatively impact teaching quality, most teachers believe it eventually leads to greater professional competence, improved teaching methodology, and access to cutting-edge scientific material.

a) Mixed Impact on Teaching Quality

Several teachers acknowledged an initial decline in teaching quality due to linguistic limitations. Others indicated that this decline is temporary and will improve with time and adaptation.

? "At the start, there was certainly a drop in quality - I was less articulated, less confident..."

? "At the beginning, it can take a negative impact..."

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

· One respondent noted a decline in scientific focus: "Interest in languages has taken over from interest in scientific subjects."

b) Professional Growth & Positive Academic Impact

Some teachers viewed the transition as an opportunity for personal and professional development:

· «It pushed me to improve my skills, teaching materials, and methodology.»

· «Teaching in English puts us at the forefront of scientific research...»

A few emphasized long-term educational benefits for both teachers and students:

· "It has improved the quality of teaching and facilitates student learning."

· "The student will be able to read and critically examine e-books and scientific journals."

c) Neutral or Unaffected

Some teachers felt their teaching quality hasn't changed significantly yet: "Not yet affected."

d) Dependency on Student Engagement

One teacher pointed out that the effect on teaching is dependent on student motivation and adaptability:

· «The transition to EMI depends on the students, whether they are interested or not.»

Q8. What kind of training or resources would you find most helpful in improving your ability to teach in English?

The teachers prioritize targeted and practical English language training, particularly within their specific academic fields, alongside pedagogical resources and opportunities for professional exchange. They recognize the need to actively develop their linguistic skills and seek resources that directly support their teaching in an EMI environment.

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

a) Discipline-Specific English Training

Several teachers emphasized the need for English instruction tailored to their subject matter, not just general English:

· «What I need most is a training in English specific to discipline. General English lessons do not help me with technical vocabulary and concepts in my field.»

· «Training in academic English and the adoption of pedagogical resources.»

b) Workshops & Practical Training

Teachers expressed a strong preference for interactive formats like workshops and internships:

· «Training and practical workshops are conducted in English if requested.»

· «The type of training I find necessary includes pedagogical days, internships, and opinion exchanges...»

c) Focus on Oral Proficiency

Oral communication was a recurrent concern; teachers want more practice in speaking and expressing ideas fluently in English:

· «Practicing oral expression in English.»

d) Digital Resources & Self-Learning Tools

A few teachers referred to online materials and self-learning methods:

· «Websites»

· «Read documents in English and translate words I didn't understand»

· «Any available resource»

Q9. Is there anything else you would like to share about your experience or perspective on the transition to EMI?

The additional comments reinforce the themes of needing support and preparation, highlight the importance of policy and training, and express hope for the long-term benefits of EMI for students' future opportunities. There's also a sense of

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

acceptance of the transition as an inevitable process requiring adaptation and patience.

a) Need for Stronger Support and Preparation

Several teachers reiterated that successful EMI implementation requires robust support structures:

· «It needs much support and preparation to ensure the success of the transition to EMI.»

· «It is desirable to support this transition with a policy and continuous training for teachers and students.»

· «Add English workshops for students and others for teachers.»

b) Emphasis on Patience and Long-Term Vision

One teacher highlighted the importance of patience and persistence:

· «The transition is compulsory; we must put ourselves there with patience.» This implies an understanding that EMI is a gradual process that needs time and dedication from all actors.

c) Feedback on Research Process

One teacher pointed out the need to simplify the research method itself:

· «I suggest to prepare a questionnaire in English for teachers to make it easy for them to answer properly.»

This reflects a concern about linguistic accessibility even in EMI-related

surveys, reinforcing the linguistic gap many educators face.

d) Optimism for Global Integration

A few expressed hope that EMI can open global academic and professional opportunities:

· «I hope that teaching in English will open the door for students to compete with major universities.»

e) Lack of Input

Some responses were non-substantive:

· «/», «No», «Yes», «Nothing»

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These likely reflect either limited experience, uncertainty, or hesitation in expressing views.

2.7. Data Interpretation

The analysis of the results provides strong evidence in support of the first hypothesis: the implementation of English as a language of instruction (EMI) in Algerian higher education faces considerable human and material challenges. Students acknowledge difficulties in understanding course content and a lack of classroom activity due to a lack of English proficiency. For their part, teachers report that their training was conducted in French, their teaching experience was also based in French, and that their lack of mastery of scientific vocabulary in English constitutes a handicap. They emphasize the need for specialized training in academic English and technical vocabulary, as well as updated teaching materials in English. These results show that in the absence of sufficient institutional support, particularly in terms of training, resources, and time, the transition to EMI could exacerbate existing educational inequalities rather than improve academic outcomes.

The second hypothesis is also confirmed and supported by the results. A significant number of teachers admit that they experience significant constraints in adapting to EMI, particularly for oral communication, explaining scientific concepts, and interacting with students. Those of the old generation express particular difficulties in maintaining their teaching level, particularly in terms of clarity and precision. To address this shortcoming, almost all teachers admitted to using code-switching to French or Arabic. This practice was often presented as a necessary strategy to ensure understanding and preserve the quality of teaching. This practice was used when students seemed confused, when scientific terminology was too complex, or when fundamental understanding was compromised, or sometimes at the request of the students themselves. Thus, code-switching emerged as both a pedagogical tool and a mechanism for adapting to the language transition.

The third hypothesis receives only partial confirmation. It postulates that the change in language of instruction would not significantly affect students'

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

comprehension, since their levels in French and English are assumed to be similar. Although some students report having moderate familiarity with English, particularly due to its use in previous courses and online content, the overall results indicate that their level in French remains better. Most students reported that, unlike French, courses taught in English compromise their comprehension and assimilation of knowledge. In addition, the switch to French or Arabic by teachers significantly improved their comprehension. These results show that the level of English is still not sufficient for most students to allow for complete assimilation of knowledge, especially in complex or technical modules.

Overall, a positive attitude toward the transition to EMI was expressed by both teachers and students, recognizing its long-term benefits and its alignment with international academic trends. English is seen as the language of scientific research and international communication, and most participants supported this transition. However, they also emphasized the importance of a gradual and well-managed transition, rather than one that was rushed and imposed all at once. The main stakeholders undergoing this transition (teachers and students) desired more structured support, including practical workshops, pedagogical days, internships, and discipline-specific language training. Teachers expressed their willingness to adapt and improve further, provided they had the necessary time and resources.

In conclusion, the implementation of EMI in Algerian higher education has proven complex and requires the combined efforts of all stakeholders (teachers, students, and administrations). While this transition is widely welcomed and recognized as necessary for academic modernization, the current state of preparedness of all students and teaching staff remains limited. To ensure the effectiveness and reliability of this transition, a national policy of support for teachers through continuing education, and for students through support courses, improved availability of materials and strategic implementation will be essential.

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

2.8. Suggestions and Recommendations

1. Encourage Strategic Code-Switching: Allow temporary use of Arabic and French to clarify complex ideas while gradually increasing English use.

2. Provide Targeted Language Support: Offer vocabulary scaffolding, glossaries, and multimodal content to help students grasp both language and subject matter.

3. Foster Active and Inclusive Learning: Use participatory teaching strategies like group work and discussions that accommodate varying English proficiency levels.

4. Integrate Language with Content: Embed academic English development into subject teaching through writing, reading, and discussions tailored to each discipline.

5. Support Teacher Development: Offer professional training in academic English and EMI pedagogy, including workshops and discipline-specific language courses.

6. Promote Resource Sharing and Collaboration: Encourage teachers to share materials, strategies, and EMI experiences through communities of practice and institutional forums.

7. Diversify Assessment Methods: Use flexible assessments that focus on content mastery and allow expression through various formats beyond fluent English.

8. Create Institutional Language Support Systems: Establish centers that offer tutoring, resources, and ongoing language training for both students and faculty.

9. Phase Implementation Gradually: Start EMI with select programs or year levels, expanding over time based on readiness and feedback.

10. Evaluate and Incentivize EMI Efforts: Regularly assess EMI outcomes and recognize faculty efforts in professional development and innovative teaching.

2.9. Contribution to Knowledge

This research is another small stone in the edifice of existing knowledge on the transition to English as a language of instruction (EMI) in Algerian higher education. It provides an empirical framework from the little-explored context of Algerian higher education, particularly at the Naama University Centre, to shed light on the

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CHAPTER TWO METHODOLOGY, DATA ANALYSIS AND INTERPRETATION

opinions and attitudes of teachers and students towards this transition. The simultaneous examination of the perceptions of the main actors undergoing this change (students and teachers) offers a comprehensive and nuanced understanding of the challenges and constraints associated with the transition from French to English. It also offers claims and speculations on the chances of success of this transition.

The results obtained rigorously confirm the existence of human and material obstacles that hinder the implementation of EMI, while demonstrating the crucial need for teachers to resort to code-switching, they also confirm the tangible impact of language change on students' knowledge assimilation. Therefore, this study not only validates specific theoretical concerns regarding the adoption of EMI in non-English-speaking contexts, but also provides practical and context-specific pedagogical suggestions and recommendations derived from the complaints and concerns of teachers and students, essential to inform future policies and practices during similar language transitions.

2.10. Research Limitations

This study, although providing valuable insights into the implementation of English as a medium of instruction (EMI) in Algerian higher education, is not without limitations due to the context in which it took place.

First, the conduct of the study in the Namma University Centre and in only two of these institutes does not allow the researchers to claim generalization to the entire academic body of Algerian higher education. Second, the data collection period, between late April and early May, which generally coincides with a potentially high academic workload for students and teachers towards the end of the semester, influenced the participation rates and the nature of the responses. As a result, the sample size of participating teachers (n = 12) is relatively small and may limit the generalizability of their perspectives to the entire teaching body. Third, the student questionnaire had a potential overrepresentation of the female gender, which could introduce a gender bias into the overall perception of certain aspects related to the transition to EMI, such as the level of comfort, the challenges encountered and the

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perceived benefits. Finally, the use of self-reported data from students and teachers introduces the possibility of response bias.

These limitations recommend future larger, more diverse and more representative studies, conducted over longer periods and in several universities, in order to have a global vision and a more complete understanding of the implementation of EMI in Algeria.

2.11. Conclusion

This chapter presents the practical aspects of this research study, outlining the methodology, data collection instruments, and sample characteristics. Quantitative data was collected through student questionnaires and qualitative data from teacher interviews. The results confirmed the research hypotheses, with the first two hypotheses supported and the third receiving partial support. The chapter also discusses the study's contribution to existing knowledge and suggests recommendations for improving EMI implementation. However, it acknowledges limitations such as the study being conducted in a single university, data collection period, and sample imbalances, which may affect the generalizability of the results.

GENERAL CONCLUSION

59

GENERAL CONCLUSION

The adoption of English as a Medium of Instruction (EMI) in Algerian higher education is a source of great interest and debate. This issue has a political and ideological base; owing primarily to the ongoing conflict between Arabic and French in Algeria's linguistic landscape. As a result, any attempt to question the status of French in this environment sparks passionate controversy. Moreover, the increased demand for English instruction has put considerable strain on Algerian educational system to quickly adopt the transition to this language as a means of instruction; allowing Algerian universities to reach international levels, gaining visibility, and following global trends.

Hence, this study attempts to evaluate the first year of the transition from French to English as medium of instruction in Algerian higher education. It seeks to shed light on the challenges facing this shift, highlight the attitudes and opinions of teachers, and delve in students' attitudes and degree of assimilation of knowledge when studying with EMI.

To reach this objective, a mixed descriptive approach has been used to collect quantitative data throughout a questionnaire administered on hard copy and via google form to students from sciences institute and technologies institute of Naama university centre; and qualitative data through an interview destined to teachers from the same institutes.

The analysis of the collected data shows a positive attitude towards the shift to EMI and an optimism about its success and its benefits for Algerian higher education. This positive outlook is often linked to the perception of English as a global language that provides access to broader academic resources and improves future career prospects. Nevertheless, the main actors report on the difficulties and challenges that accompany this transition. Students insist on language proficiency, difficulties understanding course materials and participating in class, and the need for support and resources. From their part, the primary challenges of teachers revolve around linguistic limitations, lack of formal training, and student preparedness.

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To overcome these challenges, a personalized support program is necessary for both students and teachers. In addition, a willingness to accept code-switching as a strategy which will facilitate a smooth and effective transition. Furthermore, a policy aims at providing students with the necessary resources (books, labs, multimedia materials...etc) is hopefully desirable and will have great contribution. Finally, workshops, intensive courses, and online courses are other ways to improve English proficiency.

This study provides valuable insights into the challenges of transitioning to EMI at Naama University Centre in Algeria. By exploring the perspectives of both students and teachers, it highlights key obstacles, such as human and material limitations, teachers' reliance on code-switching, and the impact of language change on students' learning. The findings validate theoretical concerns about EMI adoption in non-Anglophone contexts and offer practical recommendations for policy and pedagogical adjustments during similar transitions.

This piece of research has; indeed, some limitations, as it was conducted at Naama University Centre and in only two of its institutes. The data collection period (April- May) is also a limiting factor, as it is marked by a heavy workload for students and teachers, which influences the number of respondents for teachers. The overrepresentation of women in the questionnaire may bias the analysis of the results in certain aspects. Future studies that go beyond these limitations and broaden the scope of research are required and solicited to better assess and optimize the implementation of EMI in Algeria. This leads to a pertinent question for subsequent inquiry: how can a sustainable and equitable framework for EMI integration be developed and evaluated across the diverse sociolinguistic contexts of Algerian higher education, ensuring both linguistic proficiency and uncompromised knowledge assimilation?"

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APPENDICES

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APPENDICES

Appendix 1 : Loi n° 91-05 du 16 janvier 1991 portant généralisation de l'utilisation de la langue arabe.

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Appendix 2 : Ordonnance no 96-30 du 21 décembre 1996 modifiant et complétant la loi no 91-05 du 16 janvier 1991 portant généralisation de l'utilisation de la langue arabe.

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Appendix 3 : Interview for Teachers

Interview : Teachers' Perspectives and Attitudes Toward the Transition to English as a Medium of Instruction in Algerian Higher Education

Dear [Teacher],

To collect data on The Shift From French to English as Medium of Instruction (EMI) in Higher Education, you are kindly invited to take part on this interview conducted by the researcher, during which you will have the opportunity to share your experiences, opinions, perspectives, and insights related to EMI.

Your participation is greatly appreciated and will contribute to advancing our understanding of the implementation of EMI in Algerian Higher Education.

1. Could you briefly tell us about your teaching experience, academic background, subject taught?

2. What is your general opinion about the shift from French to English as the medium of instruction in Algerian higher education?

3. What challenges do you face personally in adapting to EMI?

4. Do you feel adequately prepared to teach in English?

5.

73

Following the transition to EMI, do you teach your courses only in English?

6. Do you code switch to arabe or french to get your message across if it seems like it is not understood and the knowledge it carries is not assimilated ?

7. How do you think the transition to EMI has affected the quality of your teaching?

8. What kind of training or resources would you find most helpful in improving your ability to teach in English?

9. Is there anything else you would like to share about your experience or perspective on the transition to EMI?

Thank you for your collaboration, your time and valuable insights. We truly appreciate your willingness to share your experiences and knowledge. This will contribute to the research. If you are intersted, we will share with you our findings.

Appendix 4 : Interview for Teachers (French)

Entretien : Perspectives et attitudes des enseignants vis-à-vis la transition vers l'anglais comme langue d'enseignement dans l'enseignement supérieur algérien

Cher [Enseignant],

Afin de recueillir des données sur le passage du français à l'anglais comme langue d'enseignement (EMI) dans l'enseignement supérieur, nous vous invitons à participer à cet entretien mené par le chercheur. Vous aurez ainsi l'occasion de partager votre expérience, opinions, perspectives et réflexions sur ce sujet.

Votre participation est grandement appréciée et contribuera à approfondir notre compréhension de la mise en oeuvre de l'EMI dans l'enseignement supérieur algérien.

1. Pouvez-vous nous parler brièvement de votre expérience d'enseignement, de votre parcours académique, et de la matière enseignée ?

2. Quelle est votre opinion générale sur le passage du français à l'anglais comme langue d'enseignement dans l'enseignement supérieur algérien ?

3. Quels défis rencontrez-vous personnellement pour vous adapter à l'EMI?

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4.

75

Vous sentez-vous suffisamment préparé pour enseigner en anglais ?

5. Suite à la transition vers EMI, enseignez-vous vos cours uniquement en anglais ?

5. Utilisez-vous le code switch vers l'arabe ou le français pour faire passer votre message s'il semble qu'il n'est pas compris et que les connaissances qu'il porte ne sont pas assimilées ?

6. Comment pensez-vous que la transition vers l'EMI a affecté la qualité de votre enseignement ?

7. Quel type de formation ou de ressources trouveriez-vous le plus utile pour améliorer votre capacité à enseigner en anglais ?

9. Y a-t-il autre chose que vous aimeriez partager sur votre expérience ou votre point de vue sur la transition vers EMI ?

76

Merci pour votre collaboration, votre temps et vos précieuses informations. Nous apprécions sincèrement votre volonté de partager votre expérience et vos connaissances. Cela contribuera à notre recherche. Si cela vous intéresse, nous partagerons nos conclusions avec vous.

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Appendix 5: Questionnaire for Students

Questionnaire : Transition to English as the Medium of
Instruction in Algerian Universities

Dear students,

For the sake of collecting data about the advantages and challenges of The Shift From French to English as Medium of Instruction in Higher Education, you are kindly requested to answer the following questions by putting a tick [ I on the appropriate answer or expressing your comment where necessary.

Thank you for your collaboration

Part one General Information

Age :

Gender :

Male

Female

What is your field of study?

a. Science

b. Technology

1. What is your current year of study?

c. First Year Licence

d. Second Year Licence

e. Third Year Licence

f. First Year Master

g. Second Year Master

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2. What is your primary language of instruction before the transition to English?

a. Arabic

b. French

c. Other

....

3. How do you scale your English proficiency?

d. Excellent

e. Very good

f. Neutral

g. Bad

h. Terrible

Parte two : Attitudes Toward English as Medium of Instruction

4. How do you feel about the transition from French to English as the medium of instruction?

a. Very positive

b. Positive

c. Neutral

d. Negative

e. Very negative

5. How comfortable are you with studying in English?

a. Not comfortable at all

b. Not very comfortable

c. Neutral

d. Very comfortable

e. Totally comfortable

6. Do you believe the shift to English will enhance your academic and professional opportunities??

a. Strongly agree

b. Agree

c. Neutral

d. Disagree

e. Strongly disagree

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Part Three: Challenges Encountered

7. What challenges are you facing while studying in English?

a. Difficulty understanding course materials

b. Low English proficiency

c. Lack of adequate resources (textbooks, videos, etc.)

d. Limited support from teachers

e. Other

8. How often do you experience difficulty participating in class discussions or activities due to the language change?

a. Always

b. Often

c. Sometimes

d. Rarely

e. Never

9. Does the shift to English make it harder for you to understand and assimilate knowledge in your courses?

a. Yes

b. No

Part Four : Overall Perception and Suggestions

10. Do you think the shift to English as the medium of instruction was implemented effectively?

a. Strongly agree

b. Agree

c. Neutral

d. Disagree

e. Strongly disagree

11.

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What are your suggestions to improve the transition to English as the medium of instruction?

12. Do you believe the transition will ultimately benefit Algerian higher education? Why or why not?

13. 13. What are your suggestions to improve the transition to English as the medium of instruction?

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Appendix 6 : Questionnaire for Students (in Arabic)

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