AI-POWERED SHADOW DIDACTICS:

Abstract

While the recent adoption of English-Medium Instruction (EMI) in Algerian higher education aims for globalization, it has sparked significant pedagogical friction. This study moves beyond traditional perspectives to investigate "Shadow Didactics"- the survival strategies students use to navigate this shift. It posits that EMI is mediated through peer-led networks and AI tools, forming an informal pedagogy that bridges the gap between students' linguistic reality and policy demands. Employing a convergent mixed-methods case study at Abbas Laghrour University (2024–2025), the research focused on first- and second-year students in the faculty of medicine. The research used a questionnaire which measured self-reported proficiency, peer mediation frequency, Telegram and WhatsApp usage, and attitudes toward translanguaging. Additionally, an interview was conducted with the students to deepen the investigation.Preliminary findings reveal that academic success in this transitional phase results from a hybridized mixture of informal methods rather than English-only instruction. Peers and AI serve as focal mediators; proficient classmates act as pillars connecting less proficient peers to contentknowledge. Success in Algerian EMI classrooms depends on belonging to interconnected networks that offer immediate, contextualized mediation—a reflection of social competence rather than linguistic deficit. The study concludes that the role of the peer mediator is salient for translating complex terminology. Consequently, policymakers should move away from rigid models and adopt a translanguaging pedagogy that integrates peer-mediated scaffolding. "Shadow Didactics" serves as a critical alert: the gap between formal policy and pedagogical reality remains significant.