MANAGING THE GRADUAL TRANSITION TO ENGLISH AS A MEDIUM OF INSTRUCTION IN ALGERIAN UNIVERSITIES: GOVERNANCE AND INSTITUTIONAL INSIGHTS FROM ECONOMICS FACULTY TEACHERS

Abstract

English has become the primary language of science, technology, and higher education worldwide. In Algeria, the gradual adoption of English as a Medium of Instruction (EMI) reflects a strategic policy aimed at improving teaching quality, international visibility, and student mobility. This study examines the perspectives of teachers at the Faculty of Economics, Management, and Commerce at Biskra University, considering them as active participants in implementing EMI and shaping institutional practices. A structured online survey of 40 faculty members gathered information on professional backgrounds, attitudes toward EMI, perceived challenges, and training needs. Findings indicate generally positive attitudes, with teachers recognizing EMI as a means to advance institutional objectives, strengthen student engagement, and contribute to the university’s internationalization strategy. At the same time, participants highlighted several obstacles, including uneven English proficiency, high instructional demands in large classes, insufficient institutional guidance, and limited access to targeted professional development. These findings underline the importance of clear policies, administrative support, and structured training programs to facilitate the effective implementation of EMI. The study provides insights for policymakers and university leaders managing the transition to English-medium instruction in non-native contexts.