Linguistic crossroads: Algeria’s shift to English in higher education and its implications for decolonisation

This research examines Algeria's recent decision to adopt English as a medium of instruction in higher education, analysing its implications through the lens of decolonisation. While the policy aims to enhance global competitiveness by improving access to scientific knowledge and international networks – addressing a gap in postcolonial language policy literature – it raises concerns about linguistic imperialism and the potential erosion of Algeria's cultural identity, particularly regarding Arabic and Tamazight. This study’s originality lies in its integration of Ngũgĩ wa Thiong’o’s decolonial theory, Phillipson’s critique of linguistic imperialism, and the Global Englishes paradigm within a comparative framework including Rwanda, South Africa, and India. Through policy analysis and comparative case studies, the research concludes that while English offers advantages, it must be implemented carefully to avoid marginalising local languages and maintain Algeria’s intellectual sovereignty. The article contributes to debates on language in postcolonial education and offers strategies for balancing global engagement with cultural preservation. The analysis focuses on English-medium instruction (EMI) and the Global Englishes (GE) paradigm.