Résumé:
This dissertation investigates the challenges and strategies associated with EMI in higher education,
focusing on educators at Echahid Cheikh Laarbi Tebessi University in Algeria. The study aims to
provide comprehensive insights into the experiences of SMI in EMI contexts. The research combines
quantitative and qualitative data collected through a detailed questionnaire. Our study engaged 50
specialty instructors, falling short of our intended 100, yet yielding valuable insights. The practical
aspect outlines our methodology, reports questionnaire findings, and scrutinizes educators’ EMI
experiences. We utilized descriptive statistics and ANOVA to tackle research queries, complemented by
qualitative analysis of strategy-related inquiries. The analysis reveals significant challenges, such as
limited confidence, language proficiency concerns, and student comprehension issues. Identified
strategies to address these challenges include flexible professional development options, targeted
language proficiency programs, peer support groups, effective time management, and interactive
teaching methods. Recommendations also emphasize the importance of creating a collaborative
community of practice among educators. The study also finds that factors like gender, frequency of
participation in English-language events, and perceived importance of EMI do not significantly impact
the challenges faced by educators. However, teachers’ confidence levels notably influence their
experiences, underscoring the need for targeted support and training programs.
