Discipline-sensitive EMI in Algerian higher education: Comparative perspectives from STEM and humanities
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Abstract
This study investigated how disciplinary variations influence the implementation of English Medium Instruction (EMI) in higher education, comparing science, technology, engineering, and mathematics fields with humanities disciplines. Although EMI is widely promoted as a means of fostering academic internationalization, limited research has explored how disciplinary contexts shape its effectiveness and challenges. A mixed methods approach was employed, combining questionnaire data from 120 participants with qualitative insights from 15 interviews. Participants were selected through convenience sampling from diverse academic departments. Findings revealed shared challenges such as insufficient institutional support and language proficiency constraints, alongside clear disciplinary differences in pedagogical adaptation, relevance of English use, and interactional styles. STEM instructors emphasized content delivery and technical support, whereas humanities lecturers prioritized interactive pedagogy and linguistic precision in academic discourse. The results underscore the necessity for discipline-sensitive professional development that integrates linguistic and content-focused training. The study advocates for institutional reforms aligning EMI practices with integrated content and language approaches to enhance instructional quality and inclusivity.
Keywords: Academic disciplines; English Medium Instruction; higher education; language pedagogy; professional development.
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