Glocalised Policy Analysis Of English-medium Instruction In Algerian Higher Education: Balancing Global Aspirations And Local Realities
Keywords:
English-Medium Instruction, Algerian Higher Education, Global Awareness, Local Practices, Glocalised EMIAbstract
This paper critically examines the introduction of English as a Medium of Instruction (EMI) in Algerian higher education, a policy shift aimed at enhancing global competitiveness and academic internationalisation. Despite commendable efforts, such as faculty training via MOOCs and partnerships with Anglo-American institutions, the EMI initiative faces significant systemic, pedagogical, and sociocultural challenges. These include limited stakeholder consultation, inadequate needs analysis, outdated curricular frameworks, and faculty resistance, particularly due to linguistic unpreparedness and increased workload. Rooted in Algeria’s complex linguistic landscape-shaped by Arabisation, the historical dominance of French, and rising interest in English-the EMI rollout reflects tensions between global aspirations and local realities. The paper argues for a glocalised approach to EMI, one that contextualises global standards within Algeria’s unique cultural and educational milieu. This involves developing discipline-specific English for Academic Purposes (EAP) and English for Specific Academic Purposes (ESAP) courses, localising teaching materials, enhancing teacher training, and embedding stakeholder-driven curriculum development. Through this framework, EMI can shift from a top-down linguistic reform to a holistic educational transformation that respects national identity while enabling international engagement. The study underscores the need for inclusive governance, sustained professional development, and realistic alignment with labour market demands to ensure long-term success. Ultimately, Algeria’s EMI policy must transcend linguistic ambition to become a meaningful contributor to educational quality, equity, and global relevance.
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