Subject-Specific Teachers’ Attitudes towards the Implementation of EMI at the Algerian Tertiary Education Level: Support Needed, Training Received and Recommended Actions

Abstract

Abstract: In a step to internationalize its curriculum, the Algerian tertiary education authority has recently decided to make a significant shift in language of instruction from French to English. However, this transition may pose several challenges -and opportunities- that need to be carefully addressed to ensure its success; hence, it is essential to consider various aspects of the implementation process. For example, teachers, who have studied in French and have been using it for decades, may face initial difficulties in adapting to English as the language of instruction; therefore, properly equipping them with the necessary pedagogical skills to teach in English is crucial. Accordingly, the present study sought to understand teachers' perceptions of the support they require and the assistance they have received in implementing English as a medium of instruction. Understanding teachers' perspectives is crucial toeffectively facilitate the transition operation and to ensure the successful integration of EMI. To this end, this exploratory research has made use of surveys, which have been administered to a diverse sample of teachers who are undergoing or have recently undergone the training to make the transition from French to English as the language of instruction. The findings of this study provide insights about the participants’ attitudes towards EMI policy, their perceptions about the training programme in general and its adequacy to their needs in terms of linguistic knowledge, skills developments and teaching practices in particular. Moreover, the challenges and difficulties they have encountered while pursuing their training were exposed. Finally, the respondents have provided some recommendations they consider relevant to overcome the shortages of the training programme in particular and the integration of EMI in the tertiary level in Algeria as a whole. Keywords:EMI, Algerian Tertiary Education, technical studies, teachers’ training, teachers’ needs