About this paper

Appears in:
Pages: 3520-3524
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

ESTABLISHING ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) STRATEGY IN TUNISIAN UNIVERSITIES: CHALLENGES AND EXPECTATIONS

B. Lassadi

University of Tunis (TUNISIA)
There is an urgent need to specify the National Language Policy of the Tunisian Educational system. English as a global language is a solution to the employability issue that concerns the majority of young Tunisian graduates. Adopting and implementing a well-structured English as a Medium of Instruction (EMI) policy can improve the socioeconomic setting in Tunisia.

Tunisia’s linguistic landscape is controversial (Bouzemmi 2005, Daoud 2011). Standard Arabic is the official language used in the political and administrative context but Tunisian Arabic is used amongst Tunisian for everyday communication. Standard Arabic is the Medium of Instruction in primary and secondary education whereas French dominates as the Medium of Instruction in the secondary level in scientific subjects and in the tertiary level in almost all subject areas (mainly Sciences, Engineering, Information Technology, etc.). English holds a status of a foreign language taught from primary school up to tertiary but in an unstructured manner. Adopting and implementing a bold national language policy can clarify the controversial language context in Tunisia. This proposal discusses the implementation of English as a medium of instruction (EMI) at higher education institutions (HEIs) in Tunisia. The proposal outlines an EMI policy and addresses its positive impact on the educational system.

The implementation of EMI needs to be guided by several features. The first is the adoption of a bottom up language in-education policy instantiated by teachers. Language and subject teachers must collaborate by adopting a solid teaching needs analysis and find a plan to overcome those concerns. Second, EMI implementation has to be gradual. EMI strategy can be perceived as a process whereby the implementation is partial and based on piloted projects in selected educational institutions. Third, provision of materials and adoption of mixed-modes of teaching inside and outside the classroom is essential to provide the necessary conditions for a successful implementation of EMI.
@InProceedings{LASSADI2015EST,
author = {Lassadi, B.},
title = {ESTABLISHING ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) STRATEGY IN TUNISIAN UNIVERSITIES: CHALLENGES AND EXPECTATIONS},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {3520-3524}}
TY - CONF
AU - B. Lassadi
TI - ESTABLISHING ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) STRATEGY IN TUNISIAN UNIVERSITIES: CHALLENGES AND EXPECTATIONS
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 3520
EP - 3524
ER -
B. Lassadi (2015) ESTABLISHING ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) STRATEGY IN TUNISIAN UNIVERSITIES: CHALLENGES AND EXPECTATIONS, EDULEARN15 Proceedings, pp. 3520-3524.
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