Institutional Supports for Language Development through English-Medium Instruction: A Factor Analysis

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Autor/inn/en	Goodman, Bridget; Kambatyrova, Assel; Aitzhanova, Kamila; Kerimkulova, Sulushash; Chsherbakov, Andrey
Titel	Institutional Supports for Language Development through English-Medium Instruction: A Factor Analysis
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 2, S.713-749 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodman, Bridget) ORCID (Kambatyrova, Assel) ORCID (Aitzhanova, Kamila) ORCID (Kerimkulova, Sulushash) ORCID (Chsherbakov, Andrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3090
Schlagwörter	Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Graduate Students; Language of Instruction; Student Attitudes; Factor Analysis; Student Surveys; Study Abroad; Student Mobility; Intercultural Communication; College Faculty; Educational Policy; Language Teachers; Teacher Student Relationship; Curriculum Development; Teacher Collaboration; Code Switching (Language); Cultural Influences; Reputation; Institutional Characteristics; Faculty Development; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching language; Unterrichtssprache; Schülerverhalten; Faktorenanalyse; Schülerbefragung; Studies abroad; Auslandsstudium; Mobility; Schüler; Schülerin; Mobilität; Interkulturelle Kommunikation; Fakultät; Politics of education; Bildungspolitik; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Cultural influence; Kultureinfluss; Ausland; Kasachstan
Abstract	The purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English-medium programs. Data in this mixed-methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they were less satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to be research-oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01