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3-Séminaires du Faculté des Lettres et des Langues

Permanent URI for this collectionhttp://172.16.2.43:4000/handle/123456789/4320

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Browsing 3-Séminaires du Faculté des Lettres et des Langues by Author "Mizab, Manel"

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    Book of Abstracts
    (Université Echahid Cheikh Larbi-Tebessi -Tébessa, 2025-04-08) Mizab, Manel
    Amidst the renewed interest in English for Specific Purposes (ESP) marked by a surge in conferences, workshops, seminars, and scholarly publications dedicated to exploring the intricacies of ESP, a new term has emerged, sparking considerable debate and confusion: English as a Medium of Instruction (EMI). This term gained prominence following a recent instructional directive, stemming from Algerian authorities’ adjustments in language planning and policy (LPP), and resulting from joint research with Columbia Teacher College to enquire into Algerian University teachers’ perceptions, attitudes and preparedness to shift instruction to English in all majors, henceforth adopting EMI. Such initiatives in EMI prompt questions regarding its relationship with ESP. Is EMI a natural extension of ESP, or does it represent a distinct paradigm shift? Should the focus remain squarely on ESP, or is there a compelling rationale for embracing EMI? These questions have left many researchers grappling for answers, resulting in a shift in scholarly focus towards unpacking the practical implications of EMI implementation. While this shift holds promise for transformative educational practices, Algerian scholars find themselves navigating uncharted territory, contending with unfamiliar terminology and evolving pedagogical approaches. Complicating matters further, the recent collaboration between Columbia Teacher College and the Algerian Ministry of Higher Education has introduced yet another term: Integrated Content and Language in Higher Education (ICLHE), adding another layer of complexity to an already nuanced discourse. However, awareness of this term remains limited among a group of Algerian educators. This booklet is a collection of abstracts of research papers that have been presented at the second national online conference on “The Future of EMI in Algerian Tertiary Education,” tackling ESP-ICL-EMI in Algerian Higher Education, and EMI implementation, challenges, solutions, language proficiency, translanguaging, teaching approaches, and teacher training.
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    Book of Proceedings
    (جامعة الشهيد الشيخ العربي التبسي- تبسة, 2025-10-12) Mizab, Manel
    In an era marked by rapid globalisation, interconnectedness, and diverse cultural exchanges, the concept of global citizenship has gained momentum. Global citizenship transcends national boundaries; it goes beyond mere legal or geographical affiliations. Instead, it emphasises the need for empathy, understanding, and collaboration; and a sense of shared responsibility for the well-being of our planet and its inhabitants. As global citizens, we recognise that our actions impact not only our local communities but also the broader global community. Indeed, the world at large can be bridged by connecting people across continents, cultures, and ideologies. These bridges symbolise dialogue, collaboration, and mutual understanding. By building bridges, we dismantle barriers—whether physical, linguistic, or ideological—and create pathways for meaningful interactions. Such an endeavour requires empowering individuals and equipping them with the knowledge, skills, and mindset needed to instigate positive change. When we empower global citizens, we enable them to contribute actively to solving global challenges, from climate change to social justice. As we stand at the intersection of diverse cultures and worldviews, this conference invites us to join discussions and debates about fostering meaningful connections and advancing global citizenship.