I have completely changed my point of view concerning native speakers’: An EMI training project promoting emancipatory pedagogy

Ursula Lanvers; Volha Arkhipenka; Tetyana Lunyova; Paul Roberts

I have completely changed my point of view concerning native speakers’: An EMI training project promoting emancipatory pedagogy

Ursula Lanvers, Volha Arkhipenka, Tetyana Lunyova, Paul Roberts

Education

Research output: Contribution to journal › Article › peer-review

Abstract

The increase in teaching via English as medium of
instruction (EMI) in higher education (HE) settings,
where English is not the normal institutional
language, has led to concerns over possible negative
effects of EMI, and the lack of staff training to
prepare lecturers for EMI. The scant evidence on
existing staff training programmes suggests a focus
on English language competency at the expense
of pedagogy, and a general linguistic and political
contextualisation of the phenomenon of EMI. This
study set out to develop, implement and test a new
EMI training programme designed to raise awareness
of changing varieties of English, the link between
EMI and the internationalisation and commodification
of HE, as well as deliver more practical pedagogical
content. The programme was delivered to two
small groups at the Poltava VG Korolenko National
Pedagogical University, Ukraine: experienced HE
staff, and trainee English teachers. Before–after
differences in participant attitudes to English were
assessed using mixed measures. Results show
that the programme promoted a greater shift in
attitude in staff than students, and that despite
the overall success of the programme, some
participants were reluctant to give up engrained
attitudes towards English.

Original language	English
Number of pages	366
Journal	ELT Research Papers
Issue number	19.2
Publication status	Published - 1 Jul 2019

Bibliographical note

Keywords

EMI, training

Access to Document

https://englishagenda.britishcouncil.org/continuing-professional-development/teacher-educator-framework/understanding-how-teachers-learn/i-have-completely-changed-my-point-view-concerning-native-speakers-emi-training-project-promoting

Cite this

Lanvers, U., Arkhipenka, V., Lunyova, T., & Roberts, P. (2019). I have completely changed my point of view concerning native speakers’: An EMI training project promoting emancipatory pedagogy. ELT Research Papers, (19.2). https://englishagenda.britishcouncil.org/continuing-professional-development/teacher-educator-framework/understanding-how-teachers-learn/i-have-completely-changed-my-point-view-concerning-native-speakers-emi-training-project-promoting

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Lanvers, U , Arkhipenka, V, Lunyova, T & Roberts, P 2019, 'I have completely changed my point of view concerning native speakers’: An EMI training project promoting emancipatory pedagogy', ELT Research Papers, no. 19.2. <https://englishagenda.britishcouncil.org/continuing-professional-development/teacher-educator-framework/understanding-how-teachers-learn/i-have-completely-changed-my-point-view-concerning-native-speakers-emi-training-project-promoting>

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N2 - The increase in teaching via English as medium ofinstruction (EMI) in higher education (HE) settings,where English is not the normal institutionallanguage, has led to concerns over possible negativeeffects of EMI, and the lack of staff training toprepare lecturers for EMI. The scant evidence onexisting staff training programmes suggests a focuson English language competency at the expenseof pedagogy, and a general linguistic and politicalcontextualisation of the phenomenon of EMI. Thisstudy set out to develop, implement and test a newEMI training programme designed to raise awarenessof changing varieties of English, the link betweenEMI and the internationalisation and commodificationof HE, as well as deliver more practical pedagogicalcontent. The programme was delivered to twosmall groups at the Poltava VG Korolenko NationalPedagogical University, Ukraine: experienced HEstaff, and trainee English teachers. Before–afterdifferences in participant attitudes to English wereassessed using mixed measures. Results showthat the programme promoted a greater shift inattitude in staff than students, and that despitethe overall success of the programme, someparticipants were reluctant to give up engrainedattitudes towards English.

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