Teaching Economics in English for higher education institutions: EMI-aproach
Abstract
The article deals with the prospects and forms of using English as a medium of instruction within the framework of the so-called EMI approach to teaching economics in higher education institutions of Ukraine.
The purpose of the article is to assess the prospects for introducing EMI into the national practice of teaching economic disciplines and to develop proposals for improving the efficiency of using EMI programs in higher education in Ukraine.
In the course of the study, general scientific methods of analysis and synthesis, as well as the method of expert survey were used. The expert survey in the form of a focused interview and questionnaire was conducted by the authors of this study in January-February 2024. Teachers of English and Economics at higher education institutions in Kharkiv took part in the survey.
Results of the research. The application of the EMI approach to teaching economic disciplines in higher education institutions of Ukraine is assessed as promising. Among the potential advantages of the EMI approach to teaching economic disciplines in Ukrainian higher education institutions, the respondents identified: improving the level of language training of students and graduates, expanding the range of opportunities for graduates to continue their studies abroad, improving their competitive position in the domestic and foreign labor markets. Potential risks of using the EMI approach included: insufficient language training of teachers working in integrated learning programs, foreign economic risks of implementing EMI programs, and the risk of lack of demand for EMI programs from domestic and foreign applicants.
In order to neutralize these risks and improve the efficiency of learning and teaching in EMI programs, it is proposed to involve either foreign language teachers with additional subject training or a ‘tandem’ of teachers, which should include an English teacher and a specialist in a particular economic discipline, in teaching economic disciplines in these programs. It is also proposed to use the most effective (according to the respondents) methods of language training (communicative approach, personality-oriented approach, problem-based learning, competence-based approach, interactive methods of language teaching) and subject training (case method, discussion method, interactive technologies of subject teaching, etc.) in the process of integrated learning.
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References
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