This paper explores English Language Teaching (ELT) in Lebanese universities within the expanding context of English-Medium Instruction (EMI). In Lebanon, English functions both as a subject of study and as a primary medium of instruction across disciplines, creating complex pedagogical and institutional demands at the tertiary level. This studyutilizes a qualitative, interpretive, integrative literature review of academic research papers, educational policies, conference proceedings, dissertations, and professional documents related to English language teaching and learning in higher education in Lebanon. The review synthesizes evidence around five interconnected themes: The relationship between ELT and EMI, institutional and pedagogical challenges, multilingual classroom practices, effective implementation strategies, and policy implications for Lebanese higher education. In addition, the review examines challenges faced by English language instructors, including students’ uneven linguistic preparedness, misalignment between secondary and tertiary education, heterogeneous classrooms, limited instructional time, and assessment constraints. It further addresses EMI-related pressures, including unclear language policies, insufficient linguistic support for content courses, limited professional development opportunities, and the increasing precariousness of academic labor. These challenges are situated within Lebanon’s ongoing economic and sociopolitical crises, which have significantly affected teaching conditions, student engagement, and learning outcomes. By contextualizing ELT and EMI within these intersecting realities, the study argues that many instructional difficulties are systemic rather than individual. It concludes by highlighting the need for context-responsive EMI policies, integrated language support structures, and sustained institutional investment in instructor development.
English for Academic Purposes (EAP) is an important component of graduate education, particularly for students who use English for academic study and research. Although previous research has examined EAP needs in different educational contexts, research focusing specifically on graduate EFL students in Saudi Arabia remains relatively limited. This study investigates the perceived EAP needs of graduate EFL students in Saudi universities across nine dimensions: individual skill wants, learning motivation, learning strategies, teacher quality, curriculum design, classroom teaching, learning resources, teaching materials, and assessment methods. The study used a quantitative survey design to examine graduate students’ perceptions of their academic English needs. The study collected data from 1,200 graduate students at Saudi universities and analyzed them using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings indicate that participants reported substantial needs across the EAP dimensions examined, with academic skills, learning support, instructional practices, learning resources, teaching materials, and assessment representing important areas of students’ perceived needs. The findings further indicate that graduate students’ EAP needs extend beyond individual language skills to include curriculum, classroom instruction, learning resources, teaching materials, and assessment. The study highlights the importance of aligning EAP provision with graduate students' academic requirements and their study and research activities. The findings provide empirical evidence that may support developing and refining EAP courses for graduate EFL students in Saudi universities.
This study examined the implementation of a first-grade Content and Language Integrated Learning (CLIL) mathematics curriculum through three interrelated dimensions: curriculum use, task cognitive demand, and linguistic and cognitive challenges. A mixed-method case study was conducted with four teachers from two Taiwanese elementary schools implementing the same CLIL mathematics curriculum. Data included classroom recordings, instructional materials, and semi-structured interviews. Mathematical tasks were analyzed for curriculum use and cognitive demand, while classroom and interview data were qualitatively analyzed to identify linguistic and cognitive challenges during instruction. Results showed that teachers relied predominantly on textbook-based tasks, with relatively limited adaptation and creation. Procedures with Connections constituted the most frequent task type, indicating that higher-cognitive-demand tasks primarily involved conceptual connections within structured procedures, whereas Doing Mathematics tasks requiring non-routine reasoning, strategy exploration, and justification were rare. Linguistic and cognitive challenges were closely intertwined, particularly in maintaining linguistic precision in mathematical meaning-making and sustaining cognitive demand through mathematical interaction in an additional language. Teachers’ curriculum use and classroom enactment appeared to be influenced by instructional experience, linguistic confidence, and task demands. These findings suggest that CLIL mathematics implementation involves ongoing negotiation among curriculum resources, mathematical task demands, and linguistic support. By examining these dimensions together, the study provides a context-specific account of how Content, Cognition, and Communication interact during CLIL mathematics curriculum implementation, with implications for curriculum design and teacher development.
This article presents the Saudi NESTs Immersion and Integration Program (SNIIP), a theoretically grounded, multi-phase framework designed to mitigate the intercultural, pedagogical, and institutional challenges hindering the integration and retention of Native English-Speaking Teachers (NESTs) in Saudi Arabia. NESTs frequently encounter barriers such as cultural dissonance, institutional misalignment, and inadequate induction support. Anchored in intercultural adaptation theory, situated learning, and reflective practice, SNIIP proposes a context-responsive model that fosters cultural competence, pedagogical alignment, and institutional integration. Its core components, including the Saudi Mentor Training Pathway (SMTP), a virtual pre-arrival mentoring phase, and a Well-Being and Resilience Support Framework. These components draw on empirical research, stakeholder perspectives, and established practices in teacher development and intercultural education. The framework also responds to critiques of native-speakerism by positioning NESTs and Saudi teachers as co-contributors of complementary expertise, pedagogical, cultural, and institutional expertise. As the program has not yet undergone empirical implementation, its effectiveness and scalability remain to be established through the proposed pilot evaluation. By reframing NESTs as long-term educational partners rather than temporary staff, SNIIP offers a potentially scalable, policy-aligned model for aligning international teaching expertise with Saudi Arabia's Vision 2030 priorities. In doing so, it supports reciprocal professional integration between NESTs and Saudi educators. The article concludes with implications for policy and practice and identifies priorities for future empirical research on international teacher integration and educational sustainability.
English Linguistics Research (ELR) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether ELR publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 15, Number 1Adel Thamery, Imam Ja'afar Al-Sadiq University, IraqAlina Andreea Dragoescu, University of Life Sciences "King Mihai I" from Romania, RomaniaGhassan Adnan Hasan, King Faisal University, Saudi ArabiaHeena Saifullah Amjad, King Saud University, Saudi ArabiaHülya Tuncer, Çukurova University, TurkeyInaad Mutlib Sayer, University of Human Development, IraqMohsen Mahmoudi-Dehaki, Islamic Azad University, IranMuteb Alzahrani, King Saud bin Abdualziz University for Health Sciences, Saudi ArabiaPeace Chinwendu Israel, University of Education, GhanaSelene Maya-Ruiz, Universidad Autónoma de Querétaro, MexicoTribhuwan Kumar, Prince Sattam bin Abdulaziz University, Saudi ArabiaWesam K. Morsi, The British University in Egypt, EgyptZijun SHEN, Sichuan University of Media and Communications, China Best Regards,Camille SuEditorial Assistant, English Linguistics ResearchSciedu Press*************************************Add: Leslie St. Suite , Beaver Creek, Ontario, LB A, CanadaTel: 1-416-479-0028 ext. 210E-mail 1: elr@sciedupress.com E-mail 2: elr@sciedupress.org Website: http://elr.sciedupress.com
