KFU. Card publication. EMI for Universities: How to Benefit from Embodying It into Educational Process

KAZAN
FEDERAL UNIVERSITY

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- ES

EMI FOR UNIVERSITIES: HOW TO BENEFIT FROM EMBODYING IT INTO EDUCATIONAL PROCESS

Form of presentation

Articles in international journals and collections

Year of publication

2022

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Authors, employees of KFU

Gorelova Yuliya Nikolaevna, author

Polyakova Oksana Viktorovna, author

Sungatullina Dilyana Damirovna, author

Bibliographic description in the original language

Polyakova O.V, Kamel L, Sungatullina D.D, Gorelova Y.N. EMI for Universities: How to Benefit from Embodying It into Educational Process//Education and Self Development. - 2022. - Vol.17, Is.2. - P.105-114.

Annotation

The article considers the role of the English language in global tertiary education (ESP/EAP, Adjunct ESP, EMI and ICLHE) and use a critical approach to analyze the current state of EMI integration into the educational process and tensions that arise due to conceptual gap in its adaptation to existing education policy. Applying a critical theory framework, the authors study the differences between EMI and internationalization that both instructors and university management adopt to curriculum design and pedagogy development. The research examines the ways internationalization and the EMI strategy affect curriculum design in universities; the ways university management incorporates global trends into curriculum design; the impediments that discourage the implementation of these programs identified by both educators and students. The researchers examine the EMI implementation under three dimensions: epistemology, teaching praxis, and ontological elements of students' development and use document analysis related to the administration, curriculum, and course syllabi of EMI programs, followed by interviews with actors of the international classroom to outline the most challenging issues tertiary teachers, students, and university management face in EMI programs implementation. Moreover, the article examines evolving EMI perspectives as a means to boost internationalization and to improve teaching quality via integrating the best practices into the local context, including the expansion of teaching competence in both English language and pedagogy, introduction of language prerequisites for applicants, a constant adaptation of the curriculum to meet competence requirements.

Keywords

EMI, HEI, curriculum development, internationalization, epistemology, pedagogy, teaching praxis.

The name of the journal

Education and Self Development

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134228752&doi=10.26907%2fesd.17.2.10&partnerID=40&md5=c62ce8b062a4af32677cee84e43b5d5e

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=268952&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Gorelova Yuliya Nikolaevna	ru_RU
dc.contributor.author	Polyakova Oksana Viktorovna	ru_RU
dc.contributor.author	Sungatullina Dilyana Damirovna	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, Kamel L, Sungatullina D.D, Gorelova Y.N. EMI for Universities: How to Benefit from Embodying It into Educational Process//Education and Self Development. - 2022. - Vol.17, Is.2. - P.105-114.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=268952&p_lang=2	ru_RU
dc.description.abstract	Education and Self Development	ru_RU
dc.description.abstract	The article considers the role of the English language in global tertiary education (ESP/EAP, Adjunct ESP, EMI and ICLHE) and use a critical approach to analyze the current state of EMI integration into the educational process and tensions that arise due to conceptual gap in its adaptation to existing education policy. Applying a critical theory framework, the authors study the differences between EMI and internationalization that both instructors and university management adopt to curriculum design and pedagogy development. The research examines the ways internationalization and the EMI strategy affect curriculum design in universities; the ways university management incorporates global trends into curriculum design; the impediments that discourage the implementation of these programs identified by both educators and students. The researchers examine the EMI implementation under three dimensions: epistemology, teaching praxis, and ontological elements of students' development and use document analysis related to the administration, curriculum, and course syllabi of EMI programs, followed by interviews with actors of the international classroom to outline the most challenging issues tertiary teachers, students, and university management face in EMI programs implementation. Moreover, the article examines evolving EMI perspectives as a means to boost internationalization and to improve teaching quality via integrating the best practices into the local context, including the expansion of teaching competence in both English language and pedagogy, introduction of language prerequisites for applicants, a constant adaptation of the curriculum to meet competence requirements.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	EMI	ru_RU
dc.subject	HEI	ru_RU
dc.subject	curriculum development	ru_RU
dc.subject	internationalization	ru_RU
dc.subject	epistemology	ru_RU
dc.subject	pedagogy	ru_RU
dc.subject	teaching praxis.	ru_RU
dc.title	EMI for Universities: How to Benefit from Embodying It into Educational Process	ru_RU
dc.type	Articles in international journals and collections	ru_RU