The Politics of Language Policy: English-Medium Instruction in Algerian Higher Education

Abstract

English has become the lingua franca worldwide and is used in various domains. As a result, many non-native English-speaking countries have adopted English as a medium of instruction (EMI) in higher education, including Algeria. While this shift aims to enhance academic development and international engagement, many teachers face linguistic and pedagogical challenges in implementing EMI. This study explores chemistry teachers’ attitudes and the difficulties they encounter in an Algerian university context. A questionnaire was administered to 30 teachers at USTHB. The findings indicate generally positive attitudes toward EMI, particularly regarding improved language skills and greater access to international conferences and research opportunities. At the same time, teachers report difficulties due to insufficient linguistic preparation and lack of prior training in EMI. The study underscores the gap between policy decisions and institutional readiness and recommends targeted language and pedagogical training to support effective EMI implementation.