КФУ. Карточка публикации. The Challenge of Providing English Language Programmes: How to Equip Academics with Better EMI Understanding

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THE CHALLENGE OF PROVIDING ENGLISH LANGUAGE PROGRAMMES: HOW TO EQUIP ACADEMICS WITH BETTER EMI UNDERSTANDING

Форма представления

Статьи в зарубежных журналах и сборниках

Год публикации

2022

Язык

английский

Авторы, сотрудники КФУ

Полякова Оксана Викторовна, автор

Сунгатуллина Диляна Дамировна, автор

Библиографическое описание на языке оригинала

Polyakova O.V, Sungatullina D.D, N. Gorelova Y., The Challenge of Providing English Language Programmes: How to Equip Academics with Better EMI Understanding//Res Militaris. - 2022. - Vol.12, Is.2. - P.2673-2683.

Аннотация

The article discusses English as a Medium of Instruction (EMI) phenomenon in the context of academics' professional development with the idea to enhance teaching and learning efficiency within L2 programs. The article contains critical analysis of existing EMI PDPs worldwide, highlighting their benefits and limitations. The primary aim of the article is to prove the significance of professional development programs (PDPs) for academics practicing EMI. Results of the research derive from a four-phased experiment on designing and implementing EMI PDP for 21 academics of various age, gender, teaching experience and academic fields in Kazan Federal University. Pre-course interview and post-course survey provide the basis for tailoring the PDP content to the requirement of the target audience and emphasize the gaps to be bridged in the course of program design for the future. Based on the PDP experience, the researchers supplemented the list of conventional EMI concerns with the issues of pedagogical content knowledge, knowledge of pedagogical discourse, active teaching and learning techniques (ATL) along with Gen Z learning style awareness. The article contributes to EMI PDP four core course components: (a) Gen Z needs and learning styles, (b) English for Academic Purposes (EAP) and classroom discourse, (c) ATL application, and (d) public speaking. Multidisciplinary audience of the PDP raised an issue of social and natural sciences gap of EMI interpretation in terms of pedagogy and methodology and the fact that the lack of pedagogical content knowledge and procedural knowledge hampers EMI success. Moreover, the authors doubted the priority of content knowledge over L2 language proficiency and questioned the eligibility of pure course material translation from L1 into L2.

Ключевые слова

EMI, professional developments programme (PDP), students? engagement, course content, active teaching and learning techniques (ATL).

Название журнала

Res Militaris

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141185945&partnerID=40&md5=e8a29ecb579a215fd0c2d1346f88b627

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https://repository.kpfu.ru/?p_id=273172

Полная запись метаданных

Поле DC	Значение	Язык
dc.contributor.author	Полякова Оксана Викторовна	ru_RU
dc.contributor.author	Сунгатуллина Диляна Дамировна	ru_RU
dc.date.accessioned	2022-01-01T00:00:00Z	ru_RU
dc.date.available	2022-01-01T00:00:00Z	ru_RU
dc.date.issued	2022	ru_RU
dc.identifier.citation	Polyakova O.V, Sungatullina D.D, N. Gorelova Y., The Challenge of Providing English Language Programmes: How to Equip Academics with Better EMI Understanding//Res Militaris. - 2022. - Vol.12, Is.2. - P.2673-2683.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/?p_id=273172	ru_RU
dc.description.abstract	Res Militaris	ru_RU
dc.description.abstract	The article discusses English as a Medium of Instruction (EMI) phenomenon in the context of academics' professional development with the idea to enhance teaching and learning efficiency within L2 programs. The article contains critical analysis of existing EMI PDPs worldwide, highlighting their benefits and limitations. The primary aim of the article is to prove the significance of professional development programs (PDPs) for academics practicing EMI. Results of the research derive from a four-phased experiment on designing and implementing EMI PDP for 21 academics of various age, gender, teaching experience and academic fields in Kazan Federal University. Pre-course interview and post-course survey provide the basis for tailoring the PDP content to the requirement of the target audience and emphasize the gaps to be bridged in the course of program design for the future. Based on the PDP experience, the researchers supplemented the list of conventional EMI concerns with the issues of pedagogical content knowledge, knowledge of pedagogical discourse, active teaching and learning techniques (ATL) along with Gen Z learning style awareness. The article contributes to EMI PDP four core course components: (a) Gen Z needs and learning styles, (b) English for Academic Purposes (EAP) and classroom discourse, (c) ATL application, and (d) public speaking. Multidisciplinary audience of the PDP raised an issue of social and natural sciences gap of EMI interpretation in terms of pedagogy and methodology and the fact that the lack of pedagogical content knowledge and procedural knowledge hampers EMI success. Moreover, the authors doubted the priority of content knowledge over L2 language proficiency and questioned the eligibility of pure course material translation from L1 into L2.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	EMI	ru_RU
dc.subject	professional developments programme (PDP)	ru_RU
dc.subject	students? engagement	ru_RU
dc.subject	course content	ru_RU
dc.subject	active teaching and learning techniques (ATL).	ru_RU
dc.title	The Challenge of Providing English Language Programmes: How to Equip Academics with Better EMI Understanding	ru_RU
dc.type	Статьи в зарубежных журналах и сборниках	ru_RU