DOI: https://doi.org/10.36719/2706-6185/59/87-96
Dahaouia Meslem
University Mustafa Stambouli of Mascara, Algeria
https://orcid.org/0009-0007-1943-0835
dahaouia.meslem@univ-mascara.dz
Awicha Benaballah
Higher School of Management- Tlemcen, Algeria
https://orcid.org/0009-0001-2329-078X
a.benabdellah@esm-tlemcen.dz
Towards a Standardised and Contextualised ESP Policy in Algeria:
Bridging Global Frameworks with Local Cultural–Ethical Realities
Abstract
The global spread of English has made English for Specific Purposes (ESP) a key component of academic and professional communication. In Algeria, where higher education is transitioning from French to English; particularly in medicine, engineering, and scientific disciplines; the relevance of ESP is increasing. Yet this shift remains entangled in debates surrounding language policy, decolonisation, and educational equity. The uncritical adoption of Western ESP models presents significant challenges, as many frameworks overlook Algeria's linguistic plurality, cultural traditions, and Islamic ethical foundations. This paper provides a conceptual reflection on ESP education in Algeria and questions the extent to which imported models can meet local needs. Methodologically, the study employs a conceptual and theoretical critique grounded in decolonial theory, critical pedagogy, Islamic ethical scholarship, and recent research on global citizenship in higher education. The analysis finds that ESP practices in Algeria remain fragmented, with limited empirical research, heavy dependence on imported materials, and insufficient integration of local ethical and cultural resources. These conditions create a mismatch between foreign pedagogical assumptions and local professional realities. The paper argues for context-sensitive ESP frameworks that integrate Algeria's cultural and ethical heritage while maintaining international disciplinary standards. Such an approach positions ESP not merely as a language-learning tool but as a vehicle for epistemic justice, intercultural competence, and ethically grounded global citizenship within higher education, aligning with SDG 4.7.
Keywords: ESP in Algeria, intercultural communication, decolonization, Islamic ethics, language policy, global citizenship in higher education