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Cezayir Üniversitelerinde İngilizce Eğitime Geçiş Süreci

Yıl 2025, Cilt: 11 Sayı: 1, 328 - 345, 30.04.2025

Keltoum Mansouri

https://doi.org/10.31464/jlere.1593840

Öz

Yükseköğretim derslerinin İngilizce olarak öğretilmesine yönelik artan küresel ilgi, İngilizcenin Öğretim Dili (EMI) olarak kullanımı üzerine akademik odaklanmanın da artmasına yol açmıştır. Bu çalışma, Cezayir'deki üniversite öğretim üyelerinin EMI'ye geçiş konusundaki tutumlarını nitel bir yaklaşımla incelemektedir. Cezayir üniversitelerinde görev yapan 1.080 öğretim üyesini kapsayan daha geniş bir araştırmanın parçası olarak, bu analiz açık uçlu anket yanıtları veren 100 katılımcıya odaklanmaktadır. Tematik analiz sonucunda beş ana tema belirlenmiştir: EMI'ye yönelik direnç ve karşılaşılan zorluklar, EMI'ye kademeli geçişe verilen destek, kapasite geliştirme ve mesleki gelişim ihtiyacı, EMI’nin araştırma ve uluslararası rekabet açısından sağladığı faydalar ve EMI’ye yönelik alan bazlı bakış açıları. Bulgular, EMI'nin yükseköğretim kurumlarında etkili bir şekilde uygulanmasını desteklemek ve kolaylaştırmak amacıyla eğitim politikacılarına, araştırmacılara ve uygulayıcılara kanıta dayalı öneriler sunmaktadır. Sonuç olarak, hem öğretim hem de öğrenim süreçlerinin geliştirilmesine katkıda bulunulması hedeflenmektedir.

Anahtar Kelimeler

eği̇ti̇m di̇li̇ olarak i̇ngi̇li̇zce yükseköğreti̇m öğretim görevlileri tutumlar

Kaynakça

  • Al-Kahtany, A. H., Faruk, S. M. G., & Al Zumor, A. W. Q. (2016). English as the medium of instruction in Saudi higher education: Necessity or hegemony? Journal of Language Teaching and Research, 7(1), 49. http://dx.doi.org/10.17507/jltr.0701.06
  • Allport, G. W. (1935). Attitudes. In A Handbook of Social Psychology (pp. 798–844). Clark University Press.
  • Barnawi, O. Z. (2021). EMI as a performative technology of acceleration in higher education contexts: Academics and administrators’ perspectives. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.1954385
  • Belhiah, H., & Elhami, M. (2015). English as a medium of instruction in the Gulf: When students and teachers speak. Language Policy, 14, 3-23. https://doi.org/10.1007/s10993-014-9336-9
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research. https://doi.org/10.1191/1362168806lr182oa
  • Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20, 339-356. https://doi.org/10.1177/1028315316647165
  • Bradford, A., Brown, H. (2018). Introduction. In A. Bradford and H. Brown (Eds), English-medium instruction in Japanese higher education (pp. xvii - xxiii). Multilingual Matters.
  • Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications.
  • Chibali, W. & Mwami, J. (2022). Teachers’ attitude on implementing the free basic education in Kiteto District Council, Tanzania. East African Journal of Education Studies, 5(3), 29-41. https://doi.org/10.37284/eajes.5.3.854
  • Dafouz, E., & Smit, U. (2016). Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397-415. https://doi.org/10.1093/applin/amu034
  • Dearden, J. (2014). English as a Medium of Instruction – a Growing Global Phenomenon. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_E484%20EMI%20-%20Cover%20option_3%20FINAL_Web.pdf
  • Dearden, J. & Macaro, E. (2016). Higher education teachers’ attitudes towards English: A three country comparison. Studies in Second Language Learning and Teaching, 6.2, 3–34. https://doi.org/10.14746/sllt.2016.6.3.5
  • Earls, C. W. (2016). Evolving agendas in European English-medium higher education: Interculturality, multilingualism and language policy. Palgrave Macmillan.
  • Galloway, N., & McKinley, J. (2022). Introduction. In J. McKinley and N. Galloway (Eds), English-medium instruction practices in higher education (pp. 1-10). Bloomsbury.
  • Griffiths, C. (2023). Introduction. In C. Griffiths (Ed.), The practice of English as a medium of instruction (EMI) around the world (pp. 1–6). Springer.
  • Hu, G., L. Li & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13.1, 21–40. https://doi.org/10.1007/s10993-013-9298-3
  • Huang, Y. P. (2018). Learner resistance to English-medium instruction practices: A qualitative case study. Teaching in Higher Education, 23 (4): 435–449. https://doi.org/10.1080/13562517.2017.1421629
  • Jensen, C., & Thøgersen, J. (2011). Danish university lecturers' attitudes towards English as the medium of instruction. Ibérica 22, 13-33. http://www.aelfe.org/?s=revista&veure=22
  • Jiang, L., Zhang, L. J., & May, S. (2019). Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 22(2), 107-119. http://dx.doi.org/10.1080/13670050.2016.1231166
  • Johnson, B., Christensen, L. (2016). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
  • Karakas, Ali (2016). Turkish lecturers’ and students’ perceptions of English in English-medium instruction universities. [Doctoral dissertation, University of Southampton, Faculty of Humanities]. https://eprints.soton.ac.uk/394814/
  • Kim, E. (2017). English medium instruction in Korean higher education: Challenges and future directions (pp 53–69). In B. Fenton-Smith, P. Humphreys, & P. Walkinshaw (eds). English medium instruction in higher education in Asia-Pacific. Springer.
  • Lasagabaster, D. (2022). English-medium instruction in higher education. Cambridge University Press.
  • Li, D. C. S. (2013). Linguistic hegemony or linguistic capital? Internationalization and English-medium instruction at the Chinese University of Hong Kong. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 65-83). Multilingual Matters.
  • Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
  • Nadri, Y., & Haoucha, M. (2020). University teachers’ perspectives on adopting EMI in Morocco. In H. Belhia, I. Zeddari, N. Amrous, J. Bahmad, & N. Bejjit (Eds), English language teaching in Moroccan higher education (pp. 83-93). Springer.
  • Ouarniki, O. (2023). Exploring teachers' perspectives on the implementation of English as a medium of instruction (EMI) in Algerian higher education institutions: Challenges and opportunities. Afak For Sciences. https://www.asjp.cerist.dz/en/article/223062
  • Phillipson, R. (2009). Linguistic imperialism continued. Routledge.
  • Pramerta, I. G. P. A., Ratminingsih, N. M., Putra, I. N. A. J., Santosa, M. H., Artini, L. P., & Adnyani, N. L. P. S. (2023). Voices of non-English students and teachers in English as a medium of instruction. International Journal of Learning, Teaching and Educational Research, 22(3), 491-509. https://doi.org/10.26803/ijlter.22.3.29
  • Pulcini, V., & Campagna, S. (2015). Internationalisation and the EMI controversy in Italian higher education. In S. Dimova, A.K. Hultgren, & C. Jensen (Eds), English-medium instruction in European higher education (pp. 65-87). De Gruyter.
  • Reilly, C. (2019). Attitudes towards English as a medium of instruction in Malawian universities. English Academy Review, 36(1), 32-45. https://doi.org/10.1080/10131752.2019.1582150
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English-medium instruction in higher education institutions in China. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/K155_Investigating_policy_implementation_EMI_China_web.pdf
  • Rose, H., Macaro, E., Sahan, K., Aizawa, I., Zhou, S., & Wei, M. (2023). Defining English Medium Instruction: Striving for comparative equivalence. Language Teaching, 56(4), 539–550. https://doi.org/10.1017/S0261444821000483
  • Senouci, S. & Gacem, M. (2024). English as a medium of instruction in the Algerian higher education: Issues and new avenues. Global Journal of Foreign Language Teaching, 14(3), 186-200. https://doi.org/10.18844/gjflt.v14i3.9261
  • Zhang, Z. (2018). English-medium instruction policies in China: Internationalisation of higher education. Journal of Multilingual and Multicultural Development 39(6), 542–555. https://doi.org/10.1080/01434632.2017.1404070

Navigating the Transition to English Medium Instruction in Algerian Universities

Yıl 2025, Cilt: 11 Sayı: 1, 328 - 345, 30.04.2025

Keltoum Mansouri

https://doi.org/10.31464/jlere.1593840

Öz

The growing global interest in teaching higher education courses in English has led to an increasing academic focus on English as a Medium of Instruction (EMI). This study explores Algerian university lecturers’ attitudes regarding the transition to EMI using a qualitative approach. As part of a larger study that surveyed 1,080 lecturers across Algerian universities, this analysis focuses on 100 respondents who provided open-ended survey responses. Thematic analysis identified five key themes: resistance and challenges to EMI, support for a gradual transition to EMI, the need for capacity building and professional development, the benefits of EMI for research and international competitiveness, and field-specific perspectives on EMI. The findings offer evidence-based recommendations for educational policymakers, researchers, and practitioners to support and facilitate the effective integration of EMI in higher education institutions, ultimately enhancing both teaching and learning outcomes.

Anahtar Kelimeler

English medium instruction higher education lecturers attitudes

Kaynakça

  • Al-Kahtany, A. H., Faruk, S. M. G., & Al Zumor, A. W. Q. (2016). English as the medium of instruction in Saudi higher education: Necessity or hegemony? Journal of Language Teaching and Research, 7(1), 49. http://dx.doi.org/10.17507/jltr.0701.06
  • Allport, G. W. (1935). Attitudes. In A Handbook of Social Psychology (pp. 798–844). Clark University Press.
  • Barnawi, O. Z. (2021). EMI as a performative technology of acceleration in higher education contexts: Academics and administrators’ perspectives. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.1954385
  • Belhiah, H., & Elhami, M. (2015). English as a medium of instruction in the Gulf: When students and teachers speak. Language Policy, 14, 3-23. https://doi.org/10.1007/s10993-014-9336-9
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research. https://doi.org/10.1191/1362168806lr182oa
  • Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20, 339-356. https://doi.org/10.1177/1028315316647165
  • Bradford, A., Brown, H. (2018). Introduction. In A. Bradford and H. Brown (Eds), English-medium instruction in Japanese higher education (pp. xvii - xxiii). Multilingual Matters.
  • Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications.
  • Chibali, W. & Mwami, J. (2022). Teachers’ attitude on implementing the free basic education in Kiteto District Council, Tanzania. East African Journal of Education Studies, 5(3), 29-41. https://doi.org/10.37284/eajes.5.3.854
  • Dafouz, E., & Smit, U. (2016). Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397-415. https://doi.org/10.1093/applin/amu034
  • Dearden, J. (2014). English as a Medium of Instruction – a Growing Global Phenomenon. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_E484%20EMI%20-%20Cover%20option_3%20FINAL_Web.pdf
  • Dearden, J. & Macaro, E. (2016). Higher education teachers’ attitudes towards English: A three country comparison. Studies in Second Language Learning and Teaching, 6.2, 3–34. https://doi.org/10.14746/sllt.2016.6.3.5
  • Earls, C. W. (2016). Evolving agendas in European English-medium higher education: Interculturality, multilingualism and language policy. Palgrave Macmillan.
  • Galloway, N., & McKinley, J. (2022). Introduction. In J. McKinley and N. Galloway (Eds), English-medium instruction practices in higher education (pp. 1-10). Bloomsbury.
  • Griffiths, C. (2023). Introduction. In C. Griffiths (Ed.), The practice of English as a medium of instruction (EMI) around the world (pp. 1–6). Springer.
  • Hu, G., L. Li & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13.1, 21–40. https://doi.org/10.1007/s10993-013-9298-3
  • Huang, Y. P. (2018). Learner resistance to English-medium instruction practices: A qualitative case study. Teaching in Higher Education, 23 (4): 435–449. https://doi.org/10.1080/13562517.2017.1421629
  • Jensen, C., & Thøgersen, J. (2011). Danish university lecturers' attitudes towards English as the medium of instruction. Ibérica 22, 13-33. http://www.aelfe.org/?s=revista&veure=22
  • Jiang, L., Zhang, L. J., & May, S. (2019). Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 22(2), 107-119. http://dx.doi.org/10.1080/13670050.2016.1231166
  • Johnson, B., Christensen, L. (2016). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
  • Karakas, Ali (2016). Turkish lecturers’ and students’ perceptions of English in English-medium instruction universities. [Doctoral dissertation, University of Southampton, Faculty of Humanities]. https://eprints.soton.ac.uk/394814/
  • Kim, E. (2017). English medium instruction in Korean higher education: Challenges and future directions (pp 53–69). In B. Fenton-Smith, P. Humphreys, & P. Walkinshaw (eds). English medium instruction in higher education in Asia-Pacific. Springer.
  • Lasagabaster, D. (2022). English-medium instruction in higher education. Cambridge University Press.
  • Li, D. C. S. (2013). Linguistic hegemony or linguistic capital? Internationalization and English-medium instruction at the Chinese University of Hong Kong. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 65-83). Multilingual Matters.
  • Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
  • Nadri, Y., & Haoucha, M. (2020). University teachers’ perspectives on adopting EMI in Morocco. In H. Belhia, I. Zeddari, N. Amrous, J. Bahmad, & N. Bejjit (Eds), English language teaching in Moroccan higher education (pp. 83-93). Springer.
  • Ouarniki, O. (2023). Exploring teachers' perspectives on the implementation of English as a medium of instruction (EMI) in Algerian higher education institutions: Challenges and opportunities. Afak For Sciences. https://www.asjp.cerist.dz/en/article/223062
  • Phillipson, R. (2009). Linguistic imperialism continued. Routledge.
  • Pramerta, I. G. P. A., Ratminingsih, N. M., Putra, I. N. A. J., Santosa, M. H., Artini, L. P., & Adnyani, N. L. P. S. (2023). Voices of non-English students and teachers in English as a medium of instruction. International Journal of Learning, Teaching and Educational Research, 22(3), 491-509. https://doi.org/10.26803/ijlter.22.3.29
  • Pulcini, V., & Campagna, S. (2015). Internationalisation and the EMI controversy in Italian higher education. In S. Dimova, A.K. Hultgren, & C. Jensen (Eds), English-medium instruction in European higher education (pp. 65-87). De Gruyter.
  • Reilly, C. (2019). Attitudes towards English as a medium of instruction in Malawian universities. English Academy Review, 36(1), 32-45. https://doi.org/10.1080/10131752.2019.1582150
  • Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English-medium instruction in higher education institutions in China. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/K155_Investigating_policy_implementation_EMI_China_web.pdf
  • Rose, H., Macaro, E., Sahan, K., Aizawa, I., Zhou, S., & Wei, M. (2023). Defining English Medium Instruction: Striving for comparative equivalence. Language Teaching, 56(4), 539–550. https://doi.org/10.1017/S0261444821000483
  • Senouci, S. & Gacem, M. (2024). English as a medium of instruction in the Algerian higher education: Issues and new avenues. Global Journal of Foreign Language Teaching, 14(3), 186-200. https://doi.org/10.18844/gjflt.v14i3.9261
  • Zhang, Z. (2018). English-medium instruction policies in China: Internationalisation of higher education. Journal of Multilingual and Multicultural Development 39(6), 542–555. https://doi.org/10.1080/01434632.2017.1404070
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Keltoum Mansouri 0000-0002-4117-1936

Erken Görünüm Tarihi 30 Nisan 2025
Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 30 Kasım 2024
Kabul Tarihi 6 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 11 Sayı: 1

Kaynak Göster

APA Mansouri, K. (2025). Navigating the Transition to English Medium Instruction in Algerian Universities. Dil Eğitimi Ve Araştırmaları Dergisi, 11(1), 328-345. https://doi.org/10.31464/jlere.1593840
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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

https://dergipark.org.tr/en/pub/jlere

ISSN: 2149-5602
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