Abstract
For a content teacher who is a non-native English speaker, the transition from giving instruction in one’s own native language to teaching in English is potentially challenging. This paper examines the impact of English-Medium Instruction (EMI) on the professional identity of academic staff based on the research conducted at South Ural State University. Authors analyze the Russian context of EMI introduction into tertiary education, define the concepts: “identity”, “professional identity”, “teacher identity” and adapt the identity components (professional, personal, institutional) offered by Kling Soren to SUSU faculty. Teacher cognitions of their own authority, expertise and identity are captured using qualitative methods including observation and interview. By following a cohort of teachers through the initial stage of EMI training and examining their self-perceptions before training, the study examines the initial state of this identity and the impact of the EMI training on it. The results show that though the SUSU faculty perceive the process of EMI introduction at SUSU as inevitable one, they realize the opportunities and the needs for professional development, both in the field EMI strategies and English language proficiency with professional expertise being threatened. Results of this research can be used as for development of language policy of higher education institution in the field of foreign-language education, and for development of programs of professional development in the field of EMI.
Highlights
Introduction and purposeChanges introduced into the system of tertiary education and caused by globalization and internationalization of higher education affect the academic profession both positively and negatively
It is of paramount importance to find out how the university community of practice perceive the internationalization and Englishization of tertiary education and what impact these processes have on academic identities as the changes going on can affect teachers’ performance, motivation and efficacy [2, 30]
The present study explores how the ongoing changes in the system of tertiary education, and English as a medium of instruction (EMI) introduction in Russian university setting, in particular, impact the academic staff identity as the academic staff is the valuable resource for the university administration to reach their strategic goals set by university Road Maps
Summary
Changes introduced into the system of tertiary education and caused by globalization and internationalization of higher education affect the academic profession both positively and negatively. It is of paramount importance to find out how the university community of practice perceive the internationalization and Englishization of tertiary education and what impact these processes have on academic identities as the changes going on can affect teachers’ performance, motivation and efficacy [2, 30]. The academic identity should be given special attention as the integration in global science and education depends on the cognitions of the academic staff, their affinity to the values of internationalization and their commitment in time and effort to university Road maps
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