A little learning is a dangerous thing – EMI, the language problem, and challenges with faculty training courses
In this talk, my concern is with the actual impact of our various faculty training courses and activities. I will try to offer a confessional of sorts and attempt to draw out possible aspects that might transfer into other EMI contexts.
What do we really aim for in faculty training courses in EMI contexts? Do we take intended learning outcomes to heart and really, as in really, assess them? Has anyone ever ’failed’ a faculty training course they completed for instance? Are these mainly conceptual courses where we settle for facilitating a more informed approach to improving student learning but settle for less when it comes to the details – where the devil resides as you all know.
EMI MOOCs’ comparative analysis
English as a Medium of Instruction (EMI) at higher education institutions (HEIs) is gradually becoming more and more important and has a unique range of issues clearly different from those of EAP and ESP. EMI in higher education can facilitate the growth of the Russian Higher Education export potential and help each and every HEI move up the university rankings due to the growing numbers of international students. There is clearly a need for more university courses taught in English and EMI in higher education has already been discussed extensively in a number of international scholarly journals promoting globalization and internationalization of higher education. Since 2014 Oxford University Department of Education (OUDE) launched a new research centre which has been conducting research into English as a Medium of Instruction and delivers and teachers professional development programmes for teachers and lecturers.