EXAMINING LANGUAGE POLICIES IN TEACHING THROUGH ENGLISH: RECOMMENDATIONS FOR EFL TERTIARY INSTITUTIONS IN SAUDI ARABIA AND BEYOND

The implementation of the English language in teaching science-related programs is an inevitable approach that impacts most of the tertiary education systems in outer- and expanding-circle countries due to the internationalization of higher education. This study aims at answering the following queries: How do the current language policies in English as a Foreign Language (EFL) tertiary education shape English medium instruction (EMI) practices, and what are the potential outcomes of these practices on student learning experiences and institutional effectiveness? The purpose is also to discuss issues related to language policy in four EFL tertiary education contexts worldwide that share a similar scenario of implementing the Teaching through English Approach (TtEA) through an analysis of the relevant literature, official documents, and an assessment of language policy practices. In this research, a document analysis approach is employed to indicate some of the language policies and recommendations from empirical research. The significant findings of this work address that an effective implementation of a bilingual curriculum program that enhances the comprehension of students and boosts their biliteracy skills is crucial for their L1 maintenance. Contextualized and clear institutional language policy practices, beliefs, and management will facilitate teaching and learning. Additionally, an appropriate EMI model that fulfills the academic needs of learners, teacher proficiency, and institutional objectives is essential. Another major result is that cooperation between subject and language instructors to deliver subject content is fundamental to achieving success. Incorporating English for specific purpose (ESP) courses in the early stage could also optimize student language proficiency and their comprehension. There is a persistent need for more inclusive and egalitarian language policies and practices in EFL tertiary education. Further exploration of English utilization as a medium of instruction in the classroom discourse in Saudi Arabia is vital to uncover the underlying challenges and effective solutions.