“I THINK TEACHERS MUST SPEAK ONLY ENGLISH”: EXPLORING LECTURERS' PROFESSIONAL ATTRIBUTES AND PRACTICES TO FACILITATE EMI PROVISION IN HIGHER EDUCATION

Abstract

This study aims to investigate the students’ and teachers’ perceptions regarding English as a Medium of Instruction (EMI) lecturers’ attributes and practices that facilitate EMI provision at higher education institutions in Kazakhstan. By adopting the “Good-enough-to-teach” model of the EMI lecturer by Lavelle, the research explores the adequacy of qualified EMI lecturers and their practices in delivering EMI classes. The data is derived from surveys administered to 1506 students and 157 teachers. Key findings highlight the importance of lecturers' knowledge of the subject matter and English, sensitivity to students' needs and culture, and the ability to explain concepts in English clearly. These findings have significant implications for implementing and improving EMI programs in Kazakhstani higher education as well as in other non-Anglophone contexts, particularly in understanding the key attributes of qualified EMI lecturers. Specifically, it is believed that the results would help in developing clear guidelines and policies for universities to recruit qualified staff who can effectively achieve the goals and objectives of English-taught educational programs.  The study also would raise the awareness of the educational stakeholders regarding the desired qualities of skilled EMI lecturers.