THE INFLUENCE OF ENGLISH MEDIUM INSTRUCTION ON TEACHER IDENTITY

Abstract

For a content teacher who is a non-native English speaker, the transition from giving instruction
in one’s own native language to teaching in English is potentially challenging. This
paper examines the impact of English-Medium Instruction (EMI) on the professional identity of
academic staff based on the research conducted at South Ural State University. Authors analyze
the Russian context of EMI introduction into tertiary education, define the concepts: “identity”,
“professional identity”, “teacher identity” and adapt the identity components (professional, personal,
institutional) offered by Kling Soren to SUSU faculty. Teacher cognitions of their own
authority, expertise and identity are captured using qualitative methods including observation
and interview. By following a cohort of teachers through the initial stage of EMI training and
examining their self-perceptions before training, the study examines the initial state of this identity
and the impact of the EMI training on it. The results show that though the SUSU faculty
perceive the process of EMI introduction at SUSU as inevitable one, they realize the opportunities
and the needs for professional development, both in the field EMI strategies and English
language proficiency with professional expertise being threatened. Results of this research can
be used as for development of language policy of higher education institution in the field of
foreign-language education, and for development of programs of professional development
in the field of EMI.