Implementing English As A Medium Of Instruction (Emi) In Oran Graduate School Of Economics. Applying Full And Partial Immersion As A Case Study

Abstract

Ideally, English should move from L3 to L2, then to L1 in higher education in Algeria, a former French colony, where French is used as a second language (L2). This study revolves around the use of English as a medium of instruction (EMI). In Oran Graduate School of Economics, we are moving gradually in the implementation of EMI in theory and pedagogical practice. This study attempts to examine the EMI-policy challenges based on teachers’ experiences and students’ voices. It involves the undergraduate students from level one and the teachers who are engaged in implementing EMI for this level. It adopts the immersion approach; it draws on two different context-based questionnaires to examine the effectiveness of applying the immersion approach in an EMI setting. The questionnaires have been used as main instruments for data collection. The findings reveal ambiguous results within the partial immersion program that unable both students and teachers to overcome transitional challenges.