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    English-Medium Instruction in Tunisian higher education: a desired target but with uncertain consequences

    Badwan, Khawla ORCID logoORCID: https://orcid.org/0000-0003-1808-724X (2022) English-Medium Instruction in Tunisian higher education: a desired target but with uncertain consequences. In: English-Medium Instruction Practices in Higher Education: international perspectives. Bloomsbury, pp. 265-276. ISBN 9781350167858 (hardback); 9781350167865 (ebook); 9781350167872 (ebook)

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    Abstract

    In this chapter, I present research findings from a study on university lecturers’ views towards English as a medium of instruction in a public university in Tunisia. Through semi-structured interviews with four university lecturers, this chapter highlights the tensions between the global status of English and the local requirements that reinforce the status of French in the Tunisian job market. Furthermore, the study finds that the lack of a coherent educational language policy can produce sentiments of professional anxiety among university lecturers who are concerned about the delivery of equitable education that prepares students for employment. The chapter concludes with recommendations for policy makers on the importance of developing a language policy in consultation with different stakeholders, including employers. It also emphasises the need to consider issues of language access, inequalities and epistemic injustice as part of any national efforts to develop educational language policies.

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