The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI)
Abstract: The benefits of English as a Medium of Instruction (EMI) include the recognition by educators of its positive influence on enhancing language proficiency, fostering international collaboration, facilitating access to educational resources, promoting international career prospects, creating...
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| Format: | Article |
| Language: | English |
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Ziglôbitha
2023-10-01
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| Series: | Ziglôbitha |
| Online Access: | https://www.ziglobitha.org/wp-content/uploads/2024/03/040-Art.-Soraya-HAMANE-PP.531-540.pdf |
| _version_ | 1797260721168318464 |
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| author | Soraya HAMANE |
| author_facet | Soraya HAMANE |
| author_sort | Soraya HAMANE |
| collection | DOAJ |
| description | Abstract: The benefits of English as a Medium of Instruction (EMI) include the recognition by educators of its positive influence on enhancing language proficiency, fostering international collaboration, facilitating access to educational resources, promoting international career prospects, creating job opportunities, facilitating the dissemination of scientific findings, enhancing university reputation, providing access to international journals, supporting multimedia-based learning, aiding in standardized examinations, and enabling communication with international communities. The challenges of EMI encompass various aspects, including language barriers and the comprehension of complex concepts, effective communication between teachers and students in English, the potential impact on student performance, the student's ability to comprehend the language, the potential increase in workload and stress, the scarcity of qualified teachers proficient in English, the potential exclusion of non-English-speaking students, the influence of language on students' confidence and participation, student frustration, and motivation. Various strategies have been proposed to address the challenges English language learners face. These include the endorsement of specialized language training for teachers, the development of customized English-language materials, the provision of supplementary assistance, the implementation of a gradual transition approach, the promotion of student engagement in extracurricular activities, the establishment of peer support networks, the utilization of feedback systems, the provision of continuous training for teachers, the implementation of evaluation mechanisms, and the organization of workshops on pedagogical methods. In conclusion, it is essential to recognize the potential advantages of EMI in Algerian higher education. However, educators emphasize the necessity of implementing specific strategies to effectively handle language-related difficulties and ensure the successful integration of EMI in this particular context. These observations assist institutions and policymakers as they navigate the intricate EMI integration process.
Keywords: English-medium instruction, Algerian higher education, Language challenges, Teacher perceptions, Educational transitions
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| first_indexed | 2024-04-24T23:29:49Z |
| format | Article |
| id | doaj.art-fd4e7f319c354cfda96851a90ae60878 |
| institution | Directory Open Access Journal |
| issn | 2708-390X 2709-2836 |
| language | English |
| last_indexed | 2024-04-24T23:29:49Z |
| publishDate | 2023-10-01 |
| publisher | Ziglôbitha |
| record_format | Article |
| series | Ziglôbitha |
| spelling | doaj.art-fd4e7f319c354cfda96851a90ae608782024-03-15T17:09:39ZengZiglôbithaZiglôbitha2708-390X2709-28362023-10-010207531540The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI)Soraya HAMANE0Oran 2 University / Mohamed Ben Ahmed, Algeria.Abstract: The benefits of English as a Medium of Instruction (EMI) include the recognition by educators of its positive influence on enhancing language proficiency, fostering international collaboration, facilitating access to educational resources, promoting international career prospects, creating job opportunities, facilitating the dissemination of scientific findings, enhancing university reputation, providing access to international journals, supporting multimedia-based learning, aiding in standardized examinations, and enabling communication with international communities. The challenges of EMI encompass various aspects, including language barriers and the comprehension of complex concepts, effective communication between teachers and students in English, the potential impact on student performance, the student's ability to comprehend the language, the potential increase in workload and stress, the scarcity of qualified teachers proficient in English, the potential exclusion of non-English-speaking students, the influence of language on students' confidence and participation, student frustration, and motivation. Various strategies have been proposed to address the challenges English language learners face. These include the endorsement of specialized language training for teachers, the development of customized English-language materials, the provision of supplementary assistance, the implementation of a gradual transition approach, the promotion of student engagement in extracurricular activities, the establishment of peer support networks, the utilization of feedback systems, the provision of continuous training for teachers, the implementation of evaluation mechanisms, and the organization of workshops on pedagogical methods. In conclusion, it is essential to recognize the potential advantages of EMI in Algerian higher education. However, educators emphasize the necessity of implementing specific strategies to effectively handle language-related difficulties and ensure the successful integration of EMI in this particular context. These observations assist institutions and policymakers as they navigate the intricate EMI integration process. Keywords: English-medium instruction, Algerian higher education, Language challenges, Teacher perceptions, Educational transitions https://www.ziglobitha.org/wp-content/uploads/2024/03/040-Art.-Soraya-HAMANE-PP.531-540.pdf |
| spellingShingle | Soraya HAMANE The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI) Ziglôbitha |
| title | The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI) |
| title_full | The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI) |
| title_fullStr | The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI) |
| title_full_unstemmed | The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI) |
| title_short | The Changing Landscape of Language Use in Algerian Higher Education : A Comprehensive Examination of Advantages & Changes to English Medium Instruction (EMI) |
| title_sort | changing landscape of language use in algerian higher education a comprehensive examination of advantages changes to english medium instruction emi |
| url | https://www.ziglobitha.org/wp-content/uploads/2024/03/040-Art.-Soraya-HAMANE-PP.531-540.pdf |
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