Language policies in Algeria, like in other contexts, largely project the socio-political situation within the society as well as the political relations with foreign countries. With the existence of five languages in modern Algeria—namely Algerian Arabic, Standard Arabic, Tamazight, French, and English—there is competition among them to attain a recognizable status in Algerian society, education, and the constitution. As a post-colonial French territory, since independence in 1962, Algeria has adopted French as a medium of instruction (FMI) in higher education (HE) institutions, especially the scientific and technical disciplines. However, the unstable relations with France are triggering agendas to replace FMI with English, hence using English as a medium of instruction (EMI). Adding to that, the ever-growing use of English in education and academia, which surpasses French, urges students and researchers to develop their English language skills. It is worth noting that English has been introduced to primary school since September 2022 as a second foreign language after French. Given that multilingual Algeria imposes a delicate consideration for adopting a new language policy, this paper attempts to analyse the sociolinguistic situation in Algeria and the language policies in its higher education. Moreover, it draws from the outcomes of the use of FMI in Algeria and EMI in other (post-colonial) contexts, namely Pakistan, Saudi Arabia, and the United Arab Emirates, to suggest a roadmap for policymakers in order to foresee the risks and to highlight affordances EMI would attribute to the Algerian higher education.