English as a medium of instruction in the Algerian higher education: Issues and new avenues

It is widely approved that whatever may be the drive for acquiring or learning a new language, it remains an asset. The instruction of a foreign language is resourceful for any nation as it enhances the linguistic capital among its people. In Algeria, following the discourse of languages at universities, a linguistic shift has been introduced from French as a Medium of Instruction to English as a Medium of Instruction. Nevertheless, this language reform is not free from the impact of some factors such as: political and social since language planning cannot be detached from its social and historical context. Using a mixed-method approach, this research paper attempts to examine teachers’ perceptions and expectations about the effectiveness of the integration of English. Sixty students from various faculties and levels responded to a questionnaire by the researchers. The results show that, despite their enthusiastic and supportive views toward the new language project, the respondents affirm that Saida and the Algerian university as a whole are not prepared for this sudden shift. Hence, a myriad of recommendations arises for both teachers and policy-makers in enhancing the acquisition planning for the successful implementation of EMI in higher education.