Investigating the Shift to English as a Medium of Instruction in the Algerian Higher Education: The Case of First-Year Students and Teachers of Mathematics and Computer Science at the University of Ain Temouchent Belhadj Bouchaib

Abstract

The global prominence of English has led to its widespread adoption as a medium of instruction in higher education institutions worldwide. This shift poses challenges, particularly in non-Anglophone countries. This study investigated the challenges and opportunities arising from the shift to English as a medium of instruction for first-year students and teachers of Mathematics and Computer Science at the University of Ain Temouchent in Algeria. A mixed-methods approach was employed, involving an online questionnaire administered to students, semi-structured interviews with teachers, and classroom observations. The findings revealed that while students and teachers acknowledged the benefits of English as a medium of instruction in providing access to global educational resources and career opportunities, they encountered significant challenges due to limited English proficiency and a lack of training for teachers in English as a medium of instruction. However, strategic translanguaging practices facilitated comprehension and fostered a more inclusive learning environment. The study highlighted the need for comprehensive English language training programs for teachers, curriculum revisions at pre-university levels, and the integration of educational technology to optimize the implementation of English as a medium of instruction in classroom. The research contributed insights into navigating academic language policy shifts and maximizing English as a medium of instruction opportunities in non-Anglophone contexts.