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Implementing English As a Medium of Instruction in a Ukrainian University: Challenges, Adjustments, and Opportunities

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Implementing English As a Medium of Instruction in a Ukrainian University: Challenges, Adjustments, and Opportunities Copyright © eContent Management Pty Ltd. International Journal of Pedagogies and Learning (2014) 9(2): 130–141. Implementing English as a medium of instruction in a Ukrainian University: Challenges, adjustments, and opportunities BRIDGET A GOODMAN Nazarbayev University Graduate School of Education, Astana, Kazakhstan Abstract: English as a medium of instruction (EMI) programs are an increasing phenomenon in European universi- ties. This paper takes an ethnographic approach to understanding the impact of EMI on pedagogy in a private university in eastern Ukraine. Fieldwork was conducted over the 2010–2011 academic year in nine English-medium and three Russian-medium classes. Data indicated that EMI education posed staffing challenges, as teachers were either language experts with low content knowledge or were content experts with anxiety about their English language skills. In addition, it was at times difficult to obtain textbooks and other print resources in English. Some teachers found teaching in a foreign language necessitated adjustments to speaking pace, discipline, and general classroom discourse. Despite these issues, teach- ers and students saw teaching and learning in English as a worthwhile opportunity. Keywords: medium of instruction, English, Ukraine, language policy olicies and programs involving English as of English-medium university programs since Pa medium of instruction (EMI) are truly 1999–2000 has been documented in European a global phenomenon nowadays, but the pur- contexts such as Finland (Saarinen, 2012), Italy pose and shape of these policies and programs (Gazzola, 2012), and Denmark (Mortensen & are highly context-dependent. In the European Haberland, 2012). Union (EU), the sharp rise in EMI programs At the classroom level, observational research in tertiary education can be attributed to the studies in EMI classrooms in Europe indicate Bologna Process, a series of multi-national edu- there are implementational spaces (Hornberger, cational reforms initiated with the Bologna 2003) in EMI policy for multilingualism to Declaration in 1999 (Council of Europe, 2014; develop. Hult (2007) reported that in a city Dafouz, Camacho, & Urquia, 2014). The goal in Sweden, student teachers and their instruc- of the Bologna Process is to create a barrier-free tors found ways to navigate around the hierar- European Higher Education Area characterized chies embedded in official language policy and by ‘compatibility and comparability’ among the treat multilingualism as a resource. Söderlundh higher education systems of Europe (Papatsiba, (2012) conducted ethnographic research in a 2006). An additional major goal is to internation- university in Sweden and found that teachers alize higher education by increasing the mobility allowed for dynamic use of multiple languages of students within the EU as well as encour- for exams. Hélot and Laoire (2011, p. 17) age scholars from other continents to enroll in describe teaching approaches in similar contexts European universities (Bolsmann & Miller, 2008; as pedagogy of the possible, in which teachers and European Union, 2007; Papatsiba, 2006). While learners ‘respond to all possibilities and poten- some scholars point out that programs being tialities at the classroom level, thus forging taught in a foreign language have arisen as a result one’s own policies that are locally effective and of EU goals of promoting multilingualism (Smit empowering.’ & Dafouz, 2012), critics argue that internation- Ukraine is not a member of the EU but has alization policies drive universities to implement participated in the Bologna Process since 2005. English-medium education and generally pose a Compared to the EU (Wächter & Maiworm, threat to goals of multilingualism and linguistic 2008), the number of Ukrainian universities diversity in Europe (Phillipson, 2006; Saarinen, offering English-medium programs is low. As of 2012; Tosi, 2006). In fact, the predominance 2013, only 7 out of 107 universities in central, 130 INTERNATIONAL JOURNAL OF PEDAGOGIES AND LEARNING Volume 9, Issue 2, December 2014 © eContent Management Pty Ltd EMI pedagogies in a Ukrainian University eastern, and western areas of Ukraine (Kyiv1 city, cultivate the use of a language among a younger Dnipropetrovs’k, and L’viv) stated on their Web generation, giving the language a better chance of site that they offer English-medium programs survival (Dick & McCarty, 1997; King, 2001). or groups. Of these, two universities offer pro- These efforts can be weakened or complicated, grams that allow students to obtain a dual degree however, by the increasing demand for knowledge issued by the Ukrainian Ministry of Education of English (Tollefson, 2013). and a university in an EU country. Nevertheless, Decisions about language-in-education and it has been predicted that the number of EMI medium of instruction can occur at multiple lev- programs in Ukraine will increase in the future els. Ricento and Hornberger (1996) outline four (Tarnopolsky & Goodman, 2014). layers of the ‘onion’ where language planning, The purpose of this paper is to show how policy, and practice occur: (1) legislation and changing the medium of instruction to a foreign political processes; (2) states (i.e., nations) and language, English, can impact pedagogy in the supranational agencies; (3) institutions (includ- Ukrainian higher education context. In particu- ing schools); and (4) classroom practitioners. lar, by looking in-depth at a single university that Hornberger and Johnson (2007) describe how is implementing EMI in a large, predominantly language policies are developed, interpreted, Russian-speaking city in eastern Ukraine, it will be implemented – and in some cases resisted – at shown that changing the medium of instruction multiple levels of society in Peru and Philadelphia. poses new challenges and necessitates adjustments García and Menken (2010) speak of ‘stirring the to pedagogy, while also affording students and onion’ to reflect the dynamic ways in which lan- teachers new teaching and learning opportunities. guage policies are implemented in schools. From these perspectives, EMI is investigated as a case of LANGUAGE-IN-EDUCATION PLANNING AND THE language-in-education planning and fluid prac- MEDIUM OF INSTRUCTION tice at the institutional level. Within the framework of language-in-education planning – which involves decisions about which NUANCES OF LANGUAGE POLICY AND EDUCATION IN languages will be taught, when, by whom, with THE UKRAINIAN CONTEXT what materials, and with what assessment and To understand how an English-medium policy evaluation measures (Kaplan & Baldauf, 1997) – (or any language-in-education policy) program medium of instruction planning involves decisions works in the Ukrainian context, it is important about the language or languages (media) which to understand the geographical, historical, and will be used to teach language and content courses political influences on language policy and lan- (Cooper, 1989; Hornberger, 2003; Tollefson & guage use. The use of language in Ukraine has Tsui, 2004). The importance of the relationship clear geographic patterns, though there are indi- between language-in-education planning and the vidual variations across the country (Bilaniuk, medium of instruction cannot be underestimated. 2005). Russian tends to be used more in the east, Schools are the ‘transmitter and perpetuator of cul- while Ukrainian is used more in the western part ture’ (Kaplan & Baldauf, 1997, p. 123) and have a of the country. The eastern two-thirds of Ukraine direct impact on users of the language. Medium of was part of the Russian empire and then part instruction policies are ‘a key arena in which polit- of the Soviet Union for 70 years (1920–1991). ical conflicts among countries and ethnolinguistic, Both governments placed restrictive policies on social and political groups are realized’ (Tollefson the use of Ukrainian. Because of its proximity to & Tsui, 2004, p. 2). For example, if a minority lan- Russia, eastern Ukraine also tends to have more guage is endangered due to social or political pres- residents who are ethnic Russian and prefer to sure to shift to a majority language, educators can speak Russian. The western third of the country became part of the Soviet Union during World 1 All names of cities in Ukraine are transliterated from War II. Before that, this region was controlled by Ukrainian. Poland or the Austro-Hungarian Empire, where Volume 9, Issue 2, December 2014 INTERNATIONAL JOURNAL OF PEDAGOGIES AND LEARNING 131 Bridget A Goodman © eContent Management Pty Ltd there was social discrimination but political space RESEARCH SITE AND METHODS for the Ukrainian language to develop (Magocsi, The current study is an ethnographic case study 2010; Shevelov, 1989). Historically and pres- which was carried out at Alfred Nobel University, ently, villages across Ukraine tend to be predomi- a private university in the eastern city of nantly Ukrainian-speaking, while cities in eastern Dnipropetrovs’k. With over 1,000,000 residents, and central Ukraine tend to be predominantly Dnipropetrovs’k is the third largest city in Ukraine. Russian-speaking (Shevelov, 1989). According to the 2001 Census, 51% of residents In addition, there is a historical divide between of Dnipropetrovs’k are either ethnic Russian or language policy and educational practice. are Ukrainians who declared Russian their native Historically, ‘Soviet language policy[…]exhibited language (State Statistics Committee of Ukraine, characteristics that
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