Coping with language transition in instruction in Algerian higher education

Abstract EN

Algerian higher educational system uses French to teach scientific subjects, unlike pre-graduation education that uses Arabic.

such shift in the language of instruction posses challenges for low proficiency first year university students.

however the strategies applied by learners to cope with this transition are not often discussed, particularly in scientific branches.

this paper aims at investigating the strategies used by the learners and its impact on their comprehension.

thus questionnaires are administered to case study of 80 first year students belonging to scientific branches at university of Tlemcen.

qualitative and quantitative data analyses revile that students use various strategies, which help them significantly in their comprehension, besides it enables them to use other languages.

the study suggests the application of appropriate strategies in different learning situations, besides considering implementing a bilingual education system by policy makers to ensure suitable learning environment for first year science students.