Implementing English as a medium of instruction in a Ukrainian University: Challenges, adjustments, and opportunities

Goodman, Bridget

doi:10.1080/18334105.2014.11082026

Cited by 50 publications

(42 citation statements)

References 30 publications

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“…Due to the preschool teachers' limited verbal ability, the interviews indicated that there is generally anxiety among them about mispronouncing words or hesitating because they have forgotten some words in English, thus believing that they are less competent in the abilities to provide content in English. The preschool teachers did not feel particularly very competent in carrying out tasks related to teaching using English, and therefore, there is a need to consider adequate training in methods of teaching content in English, and simultaneously boost teachers' confidence in their abilities to provide content in English (Goodman, 2014). In relation to providing adequate training, preschool teachers also mentioned that there seemed to be a disconnect in their training regarding what they need and what was provided.…”

Section: Discussionmentioning

confidence: 99%

Preschool Teachers’ Perspectives on Using English Language to Teach

Goh

2019

gema

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In the Malaysian National Preschool Standards-based Curriculum context, preschool teachers are being asked to use English as a medium of instruction for part of their teaching activities. However, there have been criticisms that low English language proficiencies among these teachers may have hindered their ability to provide meaningful educational experiences for the children in their care. Yet, little is understood about the language proficiency of these teachers in their own context. An explanatory mixed methods design has been used in the present study with data collected in two phases. In the quantitative phase, a survey is used to investigate 204 preschool teachers' current levels of English proficiency, the levels they think necessary for using it effectively, and the gap between the two levels. The qualitative phase uses semi-structured interviews with 12 preschool teachers. The preschool teachers believe that high or advanced language proficiency would be needed for its effective use. However, in the interviews, they also consider empathy for the children, a passion for teaching, the ability to make the class fun and interesting as equally important. There is also a lot of 'language switching' between English, the Malay language and the mother tongue to meet the requirements of the day's lesson. Although preschool teachers in general showed positive stances about the decision to use English for part of the instructional time, they also suggest that some form of benchmarks that address the kinds or levels of English language proficiency needed for its effective use would be useful.

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Section: Discussionmentioning

confidence: 99%

Preschool Teachers’ Perspectives on Using English Language to Teach

Goh

2019

gema

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“…As Goodman (2014) pointed out, adopting EMI has become a real challenge as it is really difficult to find academic staff who are both proficient in English language skills and in content knowledge. He added that "teachers were either language experts with low content knowledge or were content experts with anxiety about their English language skills" (p. 130).…”

Section: Challenges In Implementing the Pilot Projectmentioning

confidence: 99%

English as a Medium of Instruction : A Case Study at a Gifted High School in Vietnam

Nguyen¹,

Hai²

2018

The Journal of AsiaTEFL

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This paper aims to examine the perceptions of teachers and students at a gifted high school in Central Vietnam about teaching science subjects such as Maths, Chemistry, Physics, and Biology through English. Using questionnaires, in-depth interviews, and class observations as research instruments, this study also explores the challenges the administrators, teachers, and students are facing in adopting English as a medium of instruction (EMI). The findings revealed that leaders, teachers, and students appreciate the project and show interest in EMI, but that its implementation experiences a lot of dilemmas and tensions partly owing to English competence, pedagogical methods, materials, and management. From these findings, the study suggests some implications to help make EMI implementation more applicable and effective at the high school level.

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“…For example, in a survey of 115 lecturers at a public university in Italy (HELM & GUARDA, 2015), most respondents voiced apprehensions related to teaching methodology (though many had never actually taught in English), and their (in)ability to be as spontaneous in English, vis-à-vis Italian. Similarly, lecturers at a private university in Ukraine reported having to adjust their speaking pace and classroom discourse style when delivering EMI classes (Goodman, 2014), though their classes were not actually observed. Indeed, there are similar misgivings that surface in most contexts, especially when EMI is new at an institution, and concerns range from lecturers' ability to deliver content as effectively as they would in their first language, to worries that students might be unable to participate as much in EMI classrooms, thus potentially hindering their learning (WÄCHTER, 2008).…”

Section: Introductionmentioning

confidence: 99%

An Instrument for English Medium Instruction (Emi) Classroom Observation in Higher Education

Martínez

Fogaça

Figueiredo

2020

CdL

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Classes taught through English in higher education (in countries where English is not an official language) is a growing phenomenon worldwide. In Brazil the trend has only emerged in the last decade, and has faced some resistance on many fronts, including among professors. One of the concerns raised by professors is related to their identity: essentially, are instructors who teach through a foreign language delivering a class that is qualitatively different? For example, are they as able to interact with the students in the same way they would in their L1? In order to move beyond mere conjecture regarding these and related questions, the present study describes the development and validation of a classroom observation instrument designed to be used (or adapted for use) by researchers wishing to investigate issues surrounding, especially, interactivity in English Medium Instruction in higher education settings.RESUMO: Aulas ministradas no ensino superior por meio de língua inglesa (em países onde o inglês não é um idioma oficial) é um fenômeno crescente no mundo acadêmico. No Brasil, a tendência só surgiu na última década e tem enfrentado certa resistência em muitas frentes, inclusive entre os professores. Uma das preocupações levantadas por docentes é relacionada à identidade: isto é, será que os professores que ensinam através de uma língua estrangeira ministram uma aula qualitativamente diferente? Por exemplo, será que eles conseguem interagir com os alunos da mesma maneira que eles conduzem uma aula na primeira língua? Para ir além da mera conjectura sobre essas e outras questões relacionadas, o presente estudo descreve o desenvolvimento e a validação de um instrumento de observação de aula projetado para ser usado (ou adaptado para uso) por pesquisadores que desejam investigar questões relacionadas, principalmente, à interatividade didática quando em contextos de Inglês como Meio de Instrução em inglês no âmbito do ensino superior.

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Implementing English as a medium of instruction in a Ukrainian University: Challenges, adjustments, and opportunities

Cited by 50 publications

References 30 publications

Preschool Teachers’ Perspectives on Using English Language to Teach

Preschool Teachers’ Perspectives on Using English Language to Teach

English as a Medium of Instruction : A Case Study at a Gifted High School in Vietnam

An Instrument for English Medium Instruction (Emi) Classroom Observation in Higher Education

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