Journey Without Maps: Designing a Teacher-Training Course for English-Medium Instruction

Volchenkova, Ksenia; Bryan, Tony; Semenova, Yana

doi:10.21125/edulearn.2018.0737

Cited by 4 publications

(4 citation statements)

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Section: Online Learning As Part Of the School From Homementioning

confidence: 99%

“…Blended learning was established in 1999, resulting in the development of correspondence learning (Bryan & Volchenkova, 2018). In its early appearance, blended learning can be interpreted as any combined technologies, pedagogies, and educational tasks (Friesen, 2012, as cited in Bryan andVolchenkova, 2018). Many educational institutions merged the implementation of asynchronous and synchronous online learning, or online learning and face-to-face learning during school from home in Indonesia.…”

Section: Online Learning As Part Of the School From Homementioning

confidence: 99%

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The Implementation of School from Home in English for Young Learners' Classrooms

Farid¹,

Damayanti²

2022

JPP

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The sudden occurrence of the coronavirus pandemic (COVID-19) has affected the education sector in Indonesia. The Indonesian government responded to this matter and issued a policy on the implementation of distance learning or known as the school from home. School from home has been applied to all education levels in Indonesia, including primary schools. This qualitative case study investigates the implementation of school from home in English for young learners' classrooms at a primary school in Indonesia. The data was collected through online classroom observation in second, fourth, and sixth-grade classrooms and interviews with five English teachers who taught in first until sixth-grade classrooms. Data from the interview were analyzed using thematic analysis, resulting in three generated themes on the implementation of school from home in English for young learners' classrooms. The themes include teachers' readiness to implement school from home, teachers' strategies to implement online learning as part of the school from home, and teachers' strategies to overcome challenges in online learning. The results of the study indicated that the implementation of school from home requires thorough preparation and has the potential to be implemented in English for young learners' classrooms, especially in the upper-grade classrooms of primary schools.

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Section: Online Learning As Part Of the School From Homementioning

confidence: 99%

Section: Online Learning As Part Of the School From Homementioning

confidence: 99%

The Implementation of School from Home in English for Young Learners' Classrooms

Farid¹,

Damayanti²

2022

JPP

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“…However, EMI teacher training programs are still very few in Russia: St Petersburg-based ITMO University launched in-service EMI training for their faculty and later made it available for university faculty from all over Russia. Chelyabinsk-based South Ural State University (SUSU) launched a teacher-training course for English Medium Instruction together with the first locally published EMI textbook "English for Researchers: English Medium Instruction" (Volchenkova, 2018). The English Language Teaching publishing industry is surprisingly lagging behind and has not shown sufficient interest to create training materials for EMI teachers all over the world.…”

Section: Increasing Emi Quality Teaching In Russian Heis Through In-service Teacher Trainingmentioning

confidence: 99%

Institutional Strategies to Increase Emi Quantity and Quality in Russian Higher Education Institutions: Comparative Analysis

Belyaeva

Freese

2021

ESPEAP

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The article starts by examining the reasons behind the relatively recent growth of English as a medium of instruction (EMI) in Russian higher education institutions, from internationalization to more altruistic motives. While internationalization in Russia has recently been facilitated through a top-down approach at a national level, the quantity and quality of courses and programs taught in English are the responsibility of Russian universities and are primarily managed at an institutional level. Russian higher education institutions (HEIs) have been employing several strategies such as international recruiting, long-term university partnerships and faculty development. The authors take a closer look at each strategy, assessing its strengths and weaknesses, and illustrating it with some examples. Comparative analysis of the strategies under scrutiny allows to highlight more effective ones which are likely to positively impact the quantity and quality of EMI in Russian higher education in the years to come.

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“…One of the drivers of internationalization is the wide introduction of English taught programmes. There is irrefutable evidence that English as a medium of instruction (EMI) is a global phenomenon nowadays, as the majority of higher education institutions go global and strive for attracting both international students and academic staff to increase their international profiles [25]. Therefore, 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.…”

Section: Introduction and Purposementioning

confidence: 99%

The Influence of English Medium Instruction on Teacher Identity

Волченкова¹,

Брайан²

2019

EES

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Journey Without Maps: Designing a Teacher-Training Course for English-Medium Instruction

Cited by 4 publications

References 0 publications

The Implementation of School from Home in English for Young Learners' Classrooms

The Implementation of School from Home in English for Young Learners' Classrooms

Institutional Strategies to Increase Emi Quantity and Quality in Russian Higher Education Institutions: Comparative Analysis

The Influence of English Medium Instruction on Teacher Identity

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