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The Algerian reforms in higher education have shifted from the communicative approach towards the Competency-Based Instruction and the role of the teacher has changed to someone who caters to his learner's needs. On the other hand, the Englishization process of Algerian higher education obliged subject matter teachers in different fields to learn English, which is considered a foreign language in Algeria. This exploratory research paper strives to present the findings of a study measuring the success of English Medium lectures relying on L1 content adaptations. In other words, this study examines the adapted English lectures’ content taught to students belonging to the Department of Political Sciences studying at Tlemcen University, to investigate which changes, if any, accompany the linguistic shift from L1 to English-medium teaching. It takes into account our target population, which is represented by 50 Master One Public Administration students who belong to the University of Tlemcen. Two research instruments were used in this study: an achievement test and a questionnaire. The analysis revealed the learner's good quality output and positive response to the Learning Oriented Assessment (LOA) model. Keywords: Content adaptations; Englishization; integrated content and language; learning-oriented assessment ; political sciences.
Choayb Hadjadj (Sun,) studied this question.