English Language Teaching and English-Medium Instruction in Lebanese Higher Education: A Critical Integrative Review of Challenges, Best Practices, and Policy Implications

Abstract

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.