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

dc.contributor.author	Goodman, Bridget
dc.contributor.institution	Graduate School of Education
dc.date.accessioned	2016-03-02T11:22:28Z
dc.date.available	2016-03-02T11:22:28Z
dc.date.issued	2014
dc.description.abstract	English 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 classroom
dc.identifier.doi	DOI:10.1080/18334105.2014.11082026
dc.identifier.uri	http://nur.nu.edu.kz/handle/123456789/1339
dc.language.iso	en
dc.publisher	International Journal of Pedagogies and Learning
dc.rights	Attribution 3.0 United States
dc.subject	medium of instruction
dc.subject	language policy
dc.title	Implementing English as a medium of instruction in Ukrainian University: challenges, adjustments, and opportunities
dc.type	Article

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