ADAPTIVE EMI: THE SPONTANEOUS EVOLUTION OF ENGLISH-MEDIUM INSTRUCTION

The introduction of English-Medium Instruction (EMI) to a university often occurs in the context of a top-down, planned strategic initiative with training of selected staff in the relevant language skills and pedagogy. However, EMI sometimes exists within an institution before the strategic initiative is launched. What happens when EMI is introduced in an unplanned way? This study examines the operation of EMI in the Russian university as part of the university programme aimed to enhance the international activities skills of the academic staff. It has evolved logically but “spontaneously”, without any central institutional planning. Using qualitative methods (interview and observation) it examines the similarities and differences to the conventional EMI wisdom in the techniques evolved by the teachers and staff concerned. It considers what evidence there is that such teaching is successful. Informed by andragogic theory, it argues that staff and students deploy the resources they already possess to facilitate English-language learning.