Modelling of English speaking academic environment in Kazan Federal University

Author(s):

Irina Kondrateva(submitting)Diana Sabirova(presenting)Anastasia Fakhrutdinova Anisa Ayan

Conference:

ECER 2017

Network:

31. LEd – Network on Language and Education

Format:

Paper

Session Information

31 SES 08, Language Learning and Higher Education

Joint Paper Session NW 31 and NW22

Time:

2017-08-24

09:00-10:30

Room:

W4.24

Chair:

Alex Riemersma

Contribution

Some events in political, economic, cultural and social life of Russia claim better understanding of foreign languages and culture. Participation of Russia in global processes and integration into European and world educational environment has led Russia to updating the National Educational System. Nowadays modern methods of education and teaching that are connected with the growth of academic freedom and necessary for formation of creative student atmosphere became shared or public for Russian education. Such situation appeared after familiarizing of Russia to practices of Bologna process. Progressive two level system “Bachelor – Master” made it possible to get education abroad and having the second diploma, direct consequence of which is visible growth of academic mobility that is considered as factor of qualified education and formation of new labour resources. It in turn demands objective and comprehensive assessment of level of proficiency in a foreign language, assessment that would be recognizable around the world. Kazan (Volga region) Federal University (Russia), established in 1804, nowadays the QS Intelligence Unit has rated it as a four stars Institution. This fact aims our University at achieving the highest results in science and at every possible internationalization of activity. In 2013, Kazan federal university became one of fifteen winners of the Open Completion for support of leading universities in Russia. The main goal of Kazan Federal University nowadays is the growth of authority, consolidation of academic reputation of the university in the field of research, achievement of the highest rates of educational programs, global leading position in number of priority scientific fields for reaching top-100 leading world universities [kpfu.ru]. In this regard, knowledge of foreign languages becomes very significant not only for students but the professorial staff too. However, the level of foreign language competence by Kazan Federal University staff and students’ a level of foreign language competence is not enough to take part in academic mobility or exchange academic programs; to attend lectures of foreign scientists in English; to collaborate with world academic society.

The project for non-linguistic students that is of particular interest and concern to us at the University is that of modelling English speaking academic environment where every student and member of university staff can develop his abilities and satisfy needs in foreign language learning. It is concentrated on: enhancement the quality of foreign language education at all stages; gratification the needs of society; rising the students’ educational competence in foreign-language according to modern requirements of the international standards accepted by the Council of Europe; expansion of language variety; renewing the content of foreign language university course; using new teaching techniques, containing communicating and collaborating ones and interactive programs; including interdisciplinary and integrative options. Relevance of organizing socially oriented education is caused by multinational and multicultural society in almost every country nowadays. It assumes the analysis of principles and conditions that allow building socio oriented educational process (Fakhrutdinova & Kondrateva, 2016).

The direct modules of the English speaking academic environment of the University are the following:

1) Educational component:

New syllabus - 216 hours (1st/ 2nd year, Bachelor Degree Course);
Internal and External Assessment;
Academic Writing Course: 36 hours ( Master Degree Course);
Academic Connections Course: 36 hours (Master Degree Course).

2) English courses for the University staff;

3) Media sphere: Distant Learning Resourses, UniverTV and University website;

4) Extra- curricular activities: conferences, contests, etc. Among them POLIGLOT-Open All-Russian Contest in Foreign Languages; English Language Festival (English Song Contest, English Skills Contest); Annual International Student Research on-line Conference and others.

The proposed paper addresses both the theoretical work informing the change process and the approach, taken to developing the English speaking academic environment.

Method

A brief overview of the theoretical frameworks was developing around the project of modelling English speaking academic environment in university: the leading theories and concepts in the field of pedagogics, psychology and cultural science: the theory of the personal focused and activity approach to education and training (Verbitsky, 1991); theory of communication (Vedenina, 2000); theory of a professional orientation of training (Isaev, 2002); theory of cultural education (Vereshchagin, Kostomarov, 1990); concepts of education and psychological support (Konnetskaya, 1997); concept of dialogue of cultures, ideas of polycultural education (Bibler, 1990; Galskova, 2004). This draws from a wide range of methodical, socio-cultural work on language application by professionals and academics and in particular on important work on the role of language learning and teaching by Verbitsky (1991); on the theory of communication by Vedenina (2000); on the theory of a professional orientation of training by Isaev (2002); on the theory of cultural education by Vereshchagin & Kostomarov (1990); on the concepts of education and psychological support by Konnetskaya (1997); on the concept of dialogue of cultures, ideas of polycultural education by Bibler (1990), Galskova, (2004), Sabirova (2015), Fakhrutdinova & Kondrateva (2016). The paper outlines how our project is being developed including advanced teaching and learning experiences drawing on different educational technologies and on new foreign language university curricula designed to provide better language competence of students and staff, original practical openings for intercultural erudition. Much of this come from the novel and inspired work of Institute staff as they did their best to introduce new technology creating foreign language environment and possibilities of many-sided relationship between students and university teachers, educational environment allowing individual mastering of definite language skills during the foreign language classes and different kinds of socio-cultural events in the university. The most significant section of the paper treaties with the stages of development and the tasks of researching the changing environment outlined above and its results and effect on university staff and students at Kazan Federal University. This covers the experience of 190 university teachers working with 9000 non-linguistic specialist students, and is based on the empirical methods that were used in the process of research: the analysis of literature, methodical documentation, normative legal acts; synthesis of European and Russian pedagogical experience; supervision; testing; questioning; method of experts; experimental work; statistical methods of processing of experimental data.

Expected Outcomes

This paper outlines important findings concerning the modelling and implementation of significant project in Kazan federal university, changes and improvement of students’ foreign language competence and the challenges of researching this. It addresses the issue of how the project influence students’ motivation of learning and mastering foreign languages. The paper considers, in particular, questions around innovative ways of engaging languages in science and education fields. The main expectation when meeting new challenges, is functioning of a modern high quality system of teaching foreign languages; achievement of congruence of students’ language acquisition level with international standards; integration into the world languages and culture space; ensuring complex language support of the gifted youth; increase of professional competence of foreign language teachers. The results of the study correspond with other Russian and international research on the problem (Karakas, 2014). Some of them are compiled in English-Medium Instruction at Universities: Global Challenges issue to speak on this “highly contemporary and ever-emerging theme” being severely discussed at today’s universities in several countries (Doiz, A., Lasagabaster, D. & Sierra, J. M. (Eds), 2013). As for its implementation in individual universities many corresponding ideas may be found in the dissertation by İ. E. Arkın English-medium Instruction in Higher Education: A Case Study in a Turkish University Context” (Arkin, 2013). Creation of a project will allow strengthening its sociocultural orientation in education, developing the innovative aspect of training in a foreign language. High level of cross-cultural communicative competence of university graduates can become an important factor of ensuring cross-cultural level of foreign language proficiency in accordance with the requirements of the Council of Europe (Sabirova, 2015). Our intention in proposing this paper is to share our research approach and key findings to date with colleagues on the international stage, so that we can benefit mutually from this discussion.

References

http://kpfu.ru/portal/docs/F_204620435/PPK.plan.meropriyatij.2.etap.pdf Arkin, I.R. (2013). English-medium Instruction in Higher Education: A Case Study in a Turkish University Context, Dissertation, Eastern Mediterranean University, Cyprus. Website: http://i-rep.emu.edu.tr:8080/jspui/bitstream/11129/634/1/Arkin.pdf (accessed on 15.03.2016). Sabirova, D.R. (2015). Republic of Tatarstan: priorities of school foreign language education //EDULEARN15 Proceedings 7th International Conference on Education and New Learning Technologies 2015, Barcelona, Spain; P. 7865-7869. Fakhrutdinova, A.V., Kondrateva, I.G. (2016). Contemporary tendencies of social tutoring in period of multiculturalism: Moral characteristic// Man in India, Volume 96, Issue 3, 2016, Pages 853-858. Doiz, A., Lasagabaster, D. & Sierra, J. M. (Eds). (2013). English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters, 221 p. Karakas, A. (2014). Orientation to English in English Medium Instruction Universities// Report at 7th International English as Lingua Franca Conference, Athens, Greece, 4-6 September. Website: http://www.slideshare.net/alikarakas85/orientation-to-english-in-english-medium-instruction-universities (accessed on 01.03.2016).

Author Information

Irina Kondrateva (submitting)

Kazan (Volga region) Federal University

Institute of International relations, History and Oriental studies

Kazan

Diana Sabirova (presenting)

Kazan (Volga region) Federal University

Institute of International Relations, History and Oriental Studies

Kazan

Anastasia Fakhrutdinova

Kazan Federal University

Institute of International Relations, History and Oriental Studies

Kazan

Anisa Ayan

American University, Istanbul, Turkey

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