Teacher Preparedness for English as a Medium of Instruction (EMI) at the University Center of Barika, Algeria

Abstract

Abstract: The increasing demand for English as a Medium of Instruction (EMI) in higher education institutions worldwide presents new challenges for non-English subject teachers. This study investigates the preparedness of teachers at the University Center of Barika, Algeria, who are required to deliver their lessons in English despite their primary fields being outside English language studies. Teachers have undergone C1-level English training to meet the new language requirements, yet the effectiveness of this training and its impact on their teaching practices remain underexplored. Using qualitative interviews with teachers (N= 10) who achieved either B2 or C1 from various non-English disciplines. this research examines their experiences with EMI training they have undergone during the academic year 2023-2024, focusing on the linguistic and pedagogical challenges they faced, their adaptation strategies, and the support mechanisms provided by the institution. The study reveals both strengths and gaps in the training, highlighting areas where additional language and pedagogical support are needed to ensure effective EMI delivery. Recommendations for improving teacher training and institutional support systems are offered, aiming to enhance the overall EMI experience for both teachers and students. Keywords: English as a medium of Instruction, evaluation, higher education, teacher, preparedness.