English in Algerian Higher Education: A Paradoxical Path to Decolonization

Abstract

The article explores the Algerian government's decision to adopt English as the language of instruction in higher education, highlighting its potential for cultural and intellectual emancipation from French colonialism. The transition could diversify Algeria's international academic and economic partnerships, reduce dependence on French educational resources, facilitate access to global knowledge and research, and redefine national identity. However, the article also highlights potential drawbacks, such as the risk of adopting a new form of linguistic imperialism and the challenges of implementing such a significant change in the education system. The research contributes to ongoing debates about language, education, and decolonization in post-colonial societies.