Enhancing Linguistic Precision for Tailored Teaching Strategies in Economic English

Abstract

Economic English to Master 1 students of International Commerce at the University of Bouira, Algeria. Within a multilingual educational context—where Arabic and Tamazight are native languages and French serves as a secondary medium—students face unique difficulties in acquiring the specialized discourse of economics. This language layering complicates the mastery of economic terminology, grammar, and discourse coherence. The study examines how inconsistent instruction—marked by irregular grammar and fragmented vocabulary—affects learners’ comprehension and application of economic concepts. A mixed-methods approach, incorporating student surveys and qualitative analysis, is used to identify instructional gaps and evaluate pedagogical models. The research also compares global best practices, drawing on frameworks from the British Council and OECD, to identify adaptable strategies for the Algerian context. The theoretical foundation includes Communicative Language Teaching, the Lexical Approach, and corpus-based learning. Results highlight a lack of national curricular coherence in Algeria’s ESP framework, weak interdisciplinary collaboration, limited digital integration, and reliance on traditional assessments that neglect communicative competence and genre awareness. The thesis recommends a modular national curriculum with clearly defined linguistic goals, domain-specific content, genre-based tasks, and task based assessments. It further calls for interdisciplinary teacher training and the use of digital tools to foster autonomous learning. This work contributes to broader discussions on language policy, curriculum innovation, and instructional reform in multilingual settings