Adaptive Emi: The Spontaneous Evolution of English-Medium Instruction

Volchenkova, Ksenia; Yaroslavova, Elena; Chuvashova, Anna

doi:10.21125/edulearn.2017.2346

Cited by 4 publications

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“…They should be taught using the principles of andragogy (Knowles 1980;Volchenkova 2015). They are adults with well-developed critical thinking skills and they need strong argument made by an EMI teacher trainer to change their current practice (Knowles 1980;Volchenkova et al 2017). This may be an issue, coupled with a lack of motivation to increase English-language proficiency that stems from the fact that improving language skills is time-consuming (Bradford 2016).…”

Section: Emi Lecturers' Resistance To Changementioning

confidence: 99%

EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

Volchenkova

Kravtsova

2021

RAEI

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Universities in non-native English-speaking countries strive to increase the number of international students using EMI as one of their internationalisation strategies, “being caught up in the rush to offer both undergraduate and postgraduate programmes through the medium of English” (Macaro et al. 2018, 37). This has resulted in an unprecedented demand for EMI lecturers to acquire both improved English language proficiency and new teaching methodology skills (Gay et al. 2020). The research, however, evidences the lack of published materials for the development of EMI lecturer training courses (Costa 2015; Dafouz 2018; Gay et al. 2020). Moreover, the literature on hands-on practice with respect to the experience of those involved in EMI lecturer training is scant. Thus, here, the authors offer an outline of an EMI lecturer training course and provide an analysis of the experience of eight EMI lecturer trainers from three leading Russian universities that conducted EMI training courses in the academic years 2017-2019. Semi-structured interviews and pre-and post-course surveys show that EMI trainers encounter difficulties which are psychological, methodological and linguistic in nature, these being low English language proficiency of EMI lecturers, their insufficient knowledge of pedagogical strategies, their lack of self-reflection and feedback and their resistance to active learning techniques and a student-centered approach. The findings of this study will be useful for EMI lecturer trainers since the study highlights potential challenges and practical advice on how to increase training efficacy.

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Section: Emi Lecturers' Resistance To Changementioning

confidence: 99%

EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

Volchenkova

Kravtsova

2021

RAEI

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“…Период второго десятилетия XXI в. характеризуется зрелостью концепций и практик непрерывного образования в мире, хотя многие из них появились еще в начале века [22,24,26,30] Особенности периода и его актуальные проблемы в сфере образования обусловили выбор направлений и тематики исследований в нашей научной школе в этот период: разработка теории развития личного энергоресурса человека в образовании; развитие образованности как общности компетентности и здоровья человека как его личного ресурса в образовании [13,17,21,31,32,34,35,55]; разработка теории непрерывного образования специалистов в единстве его формального, неформального, информального видов [2-4, 14, 15, 20, 48, 53, 54]; формирование мобильного человека [16, 44, 47, 49,]; разработка концепции, теории и практики иноязычной подготовки преподавателей вуза к профес-сиональной деятельности [5,6,10,43,45,46,[50][51][52]. Начаты исследования в области формирования цифровой компетентности будущих специалистов, воспитания профессиональноответственного отношения специалистов к разным аспектам жизнедеятельности (профессиональному, личному и общественному) в условиях цифровой экономики (М.В.…”

Section: предпосылки постановки и решения проблем непрерывного образоunclassified

“…Подготовка НПР к работе с иностранными студентами на английском языке с использованием методики English Medium Instruction (EMI) изучается в научных исследованиях К.Н. Волченковой [50], Е.В. Евсиной.…”

Section: методы и результаты исследованияunclassified

“…В России ведутся научные исследования в направлениях: развитие академической мобильности, международной деятельности и мотивации к ним НПР; языковая подготовка НПР. В ЮУрГУ разрабатываются концепция и модели иноязычной подготовки НПР [6,43,47,[50][51][52] The concept and practice of implementing lifelong education has reached maturity by now. Scientific schools in Russia and abroad contribute to the development of this global and relevant scientific field.…”

Section: методы и результаты исследованияunclassified

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Statement and Solving of Continuing Education Problems: Review of Scientific School Achievements

Сериков¹

2020

EES

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Development of Innovations in Continuing Professional Education

Kotlyarova¹

2021

PED

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The paper aims to study the methodological and theoretical foundations of the development of innovations in the field of continuing professional education (CPE). The methodological foundations of the study of the phenomenon of innovation in CPE (general laws of dialectics, systemic, synergetic and acmeological approaches) are identified and characterized. The external factors of the education sector cased by globalization, internationalization, digitalization and the “force majeure” of pandemic were determined and their influence on the development of CPE in the first quarter of the XXI century was revealed. The features of the current continuing education were revealed. They were developed both under the influence of environmental factors and as a result of internal tendencies of self-organization. On the basis of a theoretical analysis of the requirements for education caused by these factors, the types of CPE problems were formulated. The necessary nature of educational innovations was substantiated. The role of innovations in resolving the problems of continuing education was described. Typical modern innovations and their role in the development of continuing education as an aspect of a person's lifelong education were characterized.

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Adaptive Emi: The Spontaneous Evolution of English-Medium Instruction

Cited by 4 publications

References 0 publications

EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course

Statement and Solving of Continuing Education Problems: Review of Scientific School Achievements

Development of Innovations in Continuing Professional Education

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