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

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dc.contributor.authorGoodman, Bridget
dc.date.accessioned2016-03-02T11:22:28Z
dc.date.available2016-03-02T11:22:28Z
dc.date.issued2014
dc.description.abstractEnglish as a medium of instruction (EMI) programs are an increasing phenomenon in European universities. This paper takes an ethnographic approach to understanding the impact of EMI on pedagogy in a private university in eastern Ukraine. Fieldwork was conducted over the 2010-2011 academic year in 9 English-medium and 3 Russian-medium classes. Data indicated that EMI education posed staffing challenges, as teachers were either language experts with low content knowledge or were content experts with anxiety about their English language skills. In addition, it was at times difficult to obtain textbooks and other print resources in English. Some teachers found teaching in a foreign language necessitated adjustments to speaking pace, discipline, and general classroomru_RU
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/1339
dc.language.isoenru_RU
dc.publisherInternational Journal of Pedagogies and Learning. DOI:10.1080/18334105.2014.11082026ru_RU
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectmedium of instructionru_RU
dc.subjectEnglishru_RU
dc.subjectUkraineru_RU
dc.subjectlanguage policyru_RU
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationru_RU
dc.titleImplementing English as a medium of instruction in Ukrainian University: challenges, adjustments, and opportunitiesru_RU
dc.typeArticleru_RU

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