| Titre : | The Implementation of English as a Medium of Instruction in Algerian Political Science Departments: Challenges, Opportunities, and Pedagogical Implications |
| Auteurs : | Ahmed CHIKHAOU, Auteur ; P/LLA NASRI Kamal, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2025-2026 |
| Format : | 75p / 27cm |
| Accompagnement : | +CD-ROM |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Table of Contents
Dedication...................................................................................................................................i Acknowledgements................................................................................................................... ii Abstract ................................................................................................................................... iii Table of Contents.....................................................................................................................iv List of Figures and Tables.........................................................................................................v List of Acronyms and Abbreviations.......................................................................................vi General Introduction ................................................................................................................1 Chapter One: Literature Review and Theoretical Framework ..............................................6 1.1 Introduction.....................................................................................................................7 1.2 Defining English as a Medium of Instruction ...................................................................7 1.2.3 Scope and Boundaries of EMI...................................................................................9 1.3 EMI vs. ESP..................................................................................................................10 1.3.2 The Core Difference: Goal and Focus.....................................................................11 1.3.3 A Comparative Summary........................................................................................12 1.4 The Theoretical Foundations of EMI .............................................................................13 1.4.1 Content and Language Integrated Learning (CLIL) Theory.....................................13 1.4.2 Cummins’ BICS and CALP Framework .................................................................14 1.4.3 Vygotsky’s Sociocultural Theory and the Zone of Proximal Development ..............14 1.4.4 Translanguaging Theory .........................................................................................15 1.4.5 The Internationalisation of Higher Education..........................................................16 1.5 Core Dimensions of EMI Implementation......................................................................17 1.5.1 Language Proficiency of Students and Teachers......................................................17 1.5.2 Disciplinary Literacy in English..............................................................................17 1.5.3 Pedagogical Strategies ............................................................................................18 1.5.4 Assessment .............................................................................................................18 1.5.5 Institutional Support ...............................................................................................19 1.5.6 Language Policy and the Role of the Mother Tongue ..............................................19 1.5.7 Stakeholder Attitudes and Identity ..........................................................................19 1.5.8 The Interaction of These Elements..........................................................................20 1.6 The Global Landscape of EMI.......................................................................................20 1.7 Language Policy in Algerian Higher Education .............................................................21 1.7.1 From French to Arabic to English ...........................................................................21 7 1.7.2 The Emergence of English in Algerian Higher Education........................................22 1.9 Stakeholder Attitudes, Pedagogical Readiness, and Multilingual Practice ......................24 1.9.1 Faculty Perspectives ...............................................................................................24 1.9.2 Student Perspectives ...............................................................................................25 1.9.3 Translanguaging and Multilingual Classroom Practices ..........................................25 1.10 Research Gaps and Rationale for the Present Study .....................................................26 1.11 Conclusion ..................................................................................................................28 Chapter Two: Methodology and Data Analysis.....................................................................29 2.1 Introduction...................................................................................................................30 2.2 Research Design ............................................................................................................30 2.3 Setting and Participants .................................................................................................31 2.3.1 Research Setting .....................................................................................................31 2.3.2 Student Participants ................................................................................................31 2.3.3 Teacher Participants................................................................................................32 2.4 Data Collection Instruments...........................................................................................33 2.4.1 The Student Questionnaire ......................................................................................33 2.4.2 The Teacher Interview ............................................................................................34 2.5 Data Collection Procedures............................................................................................34 2.5.1 The Student Questionnaire (Electronic Distribution) ...............................................35 2.5.2 The Teacher Interview (Face-to-Face and Audio-Recorded) ...................................35 2.6 Data Analysis Strategy ..................................................................................................36 2.6.1 Quantitative Analysis..............................................................................................36 2.6.2 Qualitative Analysis................................................................................................36 2.7 Quantitative Findings: Student Questionnaire (N = 92)..................................................37 2.7.1 Demographic and Linguistic Profile........................................................................37 2.7.2 Section B: Reported Challenges of EMI..................................................................40 2.7.3 Section C: Perceived Opportunities of EMI.............................................................42 2.7.4 Comparing Challenges and Opportunities ...............................................................43 2.7.5 Section D: Pedagogical Preferences ........................................................................44 2.8 Qualitative Findings: Teacher Interviews.......................................................................45 2.8.1 Faculty Consensus and Divergence .........................................................................46 2.8.2 Ranked Professional Development Needs ...............................................................48 2.8.3 Thematic Analysis of Open-Ended Commentary.....................................................49 8 2.9 Integration: Triangulating Student and Teacher Perspectives .........................................50 2.10 Ethical Considerations.................................................................................................51 2.12 Conclusion ..................................................................................................................53 Chapter Three: Discussion, Implications, Suggestions and Recommendations ...................54 3.1 Introduction...................................................................................................................55 3.2 Discussion of the Principal Findings..............................................................................55 3.2.1 The Conceptual-Linguistic Gap ..............................................................................56 3.2.2 Multilingual Practice as the Norm...........................................................................57 3.2.3 The Pragmatic-Positive Disposition Toward EMI ...................................................58 3.2.4 The Structural Reading of EMI Difficulties.............................................................59 3.2.5 Convergent Stakeholder Demands as a Coherent Policy Agenda .............................59 3.3 Theoretical Implications ................................................................................................60 3.3.1 Repositioning Multilingual Practice ........................................................................60 3.3.2 Refining the Decolonial Analytical Lens.................................................................61 3.3.3 Confirming Multi-Dimensional Readiness ..............................................................62 3.3.4 Supporting the Disciplinary Literacy Turn ..............................................................62 3.4 Pedagogical and Institutional Implications.....................................................................63 3.4.1 EMI as a Distinct Pedagogical Practice ...................................................................63 3.4.2 Multilingual Pedagogy as an Institutional Resource ................................................64 3.4.3 Institutional Support as a Coordinated System ........................................................64 3.5 Suggestions and Recommendations ...............................................................................65 3.5.1 Recommendations for Institutions...........................................................................65 3.5.2 Recommendations for Faculty.................................................................................66 3.5.3 Recommendations for Students...............................................................................67 3.5.4 Recommendations for Policymakers .......................................................................68 3.6 Suggestions for Future Research....................................................................................69 3.7 Conclusion ....................................................................................................................71 General Conclusion.................................................................................................................73 References................................................................................................................................78 |
Exemplaires
| Code-barres | Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|---|
| aucun exemplaire |
Documents numériques (1)
BUC-M 010990 Adobe Acrobat PDF |
