The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages other than English in teaching and learning processes. This article investigates the beliefs and attitudes of Russian university students and teachers concerning the value of English language teaching and the language of instruction in ELT to explore their perceptions of ELT in a Russian monolingual university. The participants of this study were 581 students and teachers of two Russian universities. The research questions were approached from a quantitative perspective with the analysis of data obtained from a questionnaire. The main statistically significant findings include the following: the value of ELT, supported by English-medium instruction is high for all groups of respondents; translanguaging practices in ELT with the minimized use of Russian as the mother tongue are a top priority both for the students and the teachers; additional language learning experience makes students more committed to more intensive language studies and increases their confidence in their ability to study non-language subjects in English.
Аннотация. В настоящее время наблюдается рост значимости международных аккредитаций как инструмента внешней независимой оценки качества образования. Вместе с тем академическая среда неоднозначно воспринимает роль международных аккредитаций и справедливо указывает на существующую опасность бюрократизации процессов и подмены качества результатов качеством отчетности. Однако участие в подготовке к международным аккредитациям способствует рефлексии работников университета по итогам своей деятельности, определению зон развития, поиску решения проблем. В статье раскрывается потенциал международных аккредитаций для управления вовлеченностью научно-педагогических работников бизнес-школ и университетов. Авторы статьи рассматривают вовлеченность как важнейший концепт развития, отраженный как в миссиях ведущих университетов, так и в требованиях международных аккредитаций. Проводится сравнительный анализ стандартов, критериев и процедур крупнейших международных аккредитаций: AACSB, ЕFMD и AMBA. Показана взаимосвязь между международными аккредитациями и развитием вовлеченности преподавателей. Управление вовлеченностью преподавателей в рамках подготовки к международным аккредитациям и во взаимосвязи с их требованиями анализируется на примере Санкт-Петербургской школы экономики и менеджмента НИУ ВШЭ.
No abstract
The focus of the article is on the value of multilingualism and the importance of creating a multilingual learning environment at the level of tertiary education. The author outlines a number of opportunities that exist for universities, which are sensitive to multilingual approaches, in the design of degree programmes. The case of Higher School of Economics in Saint Petersburg where 30 % of degree programmes are English-taught and the number of international faculty and students is constantly increasing, is used to illustrate the models of multilingual degree programmes.
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