IMPACT OF ENGLISH MEDIUM INSTRUCTION ON ALGERIAN UNIVERSITY TEACHERS' PROFESSIONAL IDENTITY
Abstract
This study explores how English as a Medium of Instruction (EMI) shapes the professional identities of Algerian university teachers. Using a qualitative approach, it draws on semi-structured interviews with 38 lecturers from three academic institutes at Batna 2 University to examine their experiences, challenges, and strategies for adaptation. The findings reveal that teachers navigate a shift from initial linguistic insecurity to growing confidence, supported by reflective practices, informal peer collaboration, and adaptive pedagogical strategies. As they adjust to EMI, their roles evolve from subject specialists to dual facilitators of content and language, balancing disciplinary expertise with linguistic mediation. Three key themes emerged: pedagogical selfhood, capturing shifts in self-perception and professional agency; pedagogical adaptation, reflecting strategies for integrating language and subject knowledge; and relational practice, emphasizing student engagement and peer support. Limited institutional training and cultural tensions added to the complexity of their experiences, making adaptation largely self-driven. A key finding was the reliance on informal professional networks as a source of support. These results highlight the need for structured professional development, institutional backing, and culturally responsive policies to better support teachers in EMI settings.
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DOI: https://doi.org/10.22190/JTESAP250325028T
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