This book provides a thorough analysis of the implementation of English as a Medium of Instruction (EMI) in Higher Education (HE) institutions in the North African region. It examines the challenges and opportunities associated with EMI in Maghreb and Mashreq countries considering factors like language proficiency, teaching methods, and the attitudes of both students and teachers towards using English as a medium of instruction. The book also explores the historical, cultural, and linguistic contexts that have influenced language ideologies in these countries and their impact on the adoption of EMI policies. It raises questions about the role and status of particular languages and how these impact the reception and implementation of EMI in various contexts. This book contributes to understanding language policy and planning, providing valuable insights for academics, educators, policymakers, and scholars with an interest in the region. It is also useful for academics, teachers and policymakers worldwide.

Analyzes the implementation of English as a Medium of Instruction (EMI) in higher education institutions in North Africa Explores the historical, cultural and linguistic contexts that impact the implementation of EMI Examines the challenges and opportunities associated with EMI in North African regions

Autorentext

Fouzia Rouaghe possesses a CELTA qualification and has expertise in Applied Linguistics as an Associate Professor. From 2019 to 2020, she held the position of head of Foreign Languages Department at the Teacher Education College (ENS) in El Eulma, Algeria. Additionally, she serves as an Associate Editor for the ALTRALANG journal (Algerian Translation and Languages Journal). She organized and conducted a series of webinars that focused on English for Specific Purposes (ESP) issues in the classroom, where she had the privilege of inviting distinguished speakers to share their insights, enriching our understanding of ESP in various educational contexts.

Nadia Idri is an Algerian scholar and full professor in the Department of English at Bejaia University, Algeria. With expertise in applied linguistics and ELT, she chairs a research team at the LESMS lab and is a major in these fields with a minor in educational psychology. A founding member of the Algerian English Language Teacher Training Workshops (AELTT) and an Alumni Engagement Innovation Fund (EIEF) winner in 2015, sponsored by the US Department of State, Prof. Nadia Idri has demonstrated leadership and scholarly excellence. Her editorial roles include being the editor-in-chief of the Journal of Studies in Language, Culture, and Society (JSLCS). Prof. Nadia has made many contributions to academia, serving as the chair of the Master of Linguistics and the scientific committee of the Department of English for six years. She actively engages in pedagogical and scientific tasks, fostering teacher development, doctoral training, and mentoring. Additionally, she initiated the Creative Writing and Academic Writing Competitions (CWAWC) in Algeria in 2015, showcasing her commitment to fostering academic excellence. She has also contributed in shifting to EMI through her diverse contributions at her university and at the ministry (CNEAD).

Tarek Assassi is a senior lecturer at Biskra University in Algeria. He is a pedagogical coordinator, member of the scientific committee, and a certified assessor of aviation English EALTS UK. As the head of a PRFU research project specializing in CLIL, he has published several papers and chapters in reputable Journals, mainly in the domain of ESP, course design, and metadiscourse analysis.

Inhalt

Part I : Exploring English-Medium Instruction in North Afri-ca: Perceptions, Opinions, Attitudes and Educational Reforms .- Chapter 1. The Coming of Age of English Medium Instruction in Algerian Universities: A Python Sentiment and Thematic Analysis of Students' Opinion towards its Im-plementation - Fouad Boulkroun.- Chapter 2. Assessing the Impact of EMI-Imported Materials on Linguistic Challenges, Task Design, and Exam Performance in Tunisian English as a Foreign Language High-er Education - Bilel Elmotri.- Chapter 3. Exploring English as a Medium of Instruction (EMI) initiative in Moroccan Higher Education: Students' Perceptions, Perceived benefits and Challenges - Salah Ben Hammou, Mustapha Zanzoun, Mohamed Bataoui.- Chapter 4. English Language Teaching Enhancement Committee Chronicles: Unraveling Tebessa University Subject-matter Teachers' Attitudes toward English-Medium Instruction Training - Manel MIZAB, Karima TAYAA, Salah DAIRA.- Part II : English-Medium Instruction in North Africa: Challenges, Reforms, and Teacher Empowerment.- Chapter 5.Teachers' Attitudes Toward the Englishisation of Algerian Higher Education: A Preliminary Evaluation - Nassima Kaïd.- Chapter 6. English Medium Instruction (EMI) in Algeria: The Influence of Psychological and Social Factors on Student Engagement in Engineering Courses - Maroua Rogti.- Chapter 7. Breaking Barriers for English as a Foreign Language Lecturers: The Power of Quality Assurance Measures in Driving English Medium Instruction Success in Algerian Higher Education - Nadjat Khenioui, Fouzia Bennacer.- Chapter 8. The Implementation of English as a Medium of Instruction (EMI) at Libyan Uni-versities: University of Benghazi as a Sample - Youssif Zaghwani Omar.- Part III: Comparative Perspectives on English-Medium Instruction in North Africa and Beyond .- Chapter 9. A Socio-linguistic Perspective on the Pedagogical Use of English as a Medium of Instruction in North Africa and India: A Comparative Analysis - Fouzia Rouaghe, Ritu Pareek.- Chapter 10. A Literature Review of English Medium Instruction in Middle East and North Africa: The Case of Oman and Algeria.- Taif I. AL-Kinany, Saad H. Hassan Al-Jibouri.