Papers by Bridget Goodman
Studies in Educational Evaluation
Routledge eBooks, May 4, 2023
English for Young Learners in Asia
TESOL Quarterly
The purpose of this paper is to build and test a framework of four factors stakeholders in postgr... more 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 ove...
Journal of Learning Development in Higher Education, 2019
Journal of Multilingual Theories and Practices
The purpose of this article is to present action research on translanguaging beliefs and practice... more The purpose of this article is to present action research on translanguaging beliefs and practices in an online graduate education programme. The focal course is a master’s programme in an English-medium university in Kazakhstan, a country with two official languages (Kazakh and Russian), a trilingual education policy to develop proficiency in English alongside Russian and Kazakh, and a history of mixing Russian and Kazakh languages. The focal course shifted to an online teaching mode in Fall 2020 due to the Covid-19 crisis. The author has analysed data from a Zoom recording of a class lecture and a post-course anonymous survey to identify students’ beliefs and shifts in beliefs, along with influences on those beliefs. The findings suggest there are a constellation of influences online and offline that contribute to the positions and movement of student beliefs along different continua about translanguaging. One unique online contribution may be workshops and seminars in distant loc...
International Journal of the Sociology of Language
Since the early 2000s, the government of Kazakhstan has been promoting educational reforms in hig... more Since the early 2000s, the government of Kazakhstan has been promoting educational reforms in higher education including introducing English-medium instruction (EMI), trilingual education (education in Kazakh, Russian, and English), and requirements of students and faculty to publish in impact factor. Within this context, the purpose of this paper is to use the lenses of political economy and linguistic justice to interpret interview data from students, faculty, and administrators of six Kazakhstani universities implementing trilingual education. These data show that some stakeholders believe English is the language of science, and it is therefore necessary to read, study, and publish in English. Competing voices argue that privileging English will lead to a loss of knowledge from local scholars who are not proficient in English. The data indicate that stakeholders believe the pursuit of EMI and English academic publishing may achieve the goals of global competitiveness and economic...
The purpose of this paper is to show how English and the predominant native language (L1), Russia... more The purpose of this paper is to show how English and the predominant native language (L1), Russian, are used in classes of English as a Foreign Language (EFL) and classes in which English is a medium of instruction (EMI) in a single Ukrainian university. Classes were taught by 13 teachers including the authors. Uses of English and Russian/Ukrainian were documented over 9 months in the form of ethnographic field notes, audio recording, and video recording. Semistructured interviews and informal conversations captured student and teacher attitudes towards English and Russian/Ukrainian use. The authors found multiple purposes for using the L1. Teachers and students consider the use of the L1 in the classroom to be a natural function of the need for comprehension.
This article presents results of an exploratory survey conducted at a centralwestern Ukrainian un... more This article presents results of an exploratory survey conducted at a centralwestern Ukrainian university of students’ current usage of and attitudes towards Ukrainian, Russian, and English. Before 1989, Soviet language policy positioned Russian over Ukrainian as the language of power and as the sole language of higher education. The effectiveness of national policies in post-Soviet Ukraine aimed at affirmative action for the Ukrainian language has been debatable and constrained by geographical factors of language use and language policy. The political and economic status of English has the potential to impact the position of both Ukrainian and Russian in Ukraine. Survey results show that students continue to report high rates of usage of both Ukrainian and Russian in many areas of life, with higher Ukrainian usage than in surveys of cities to the east of the current survey site. Ukrainian has greater symbolic support than Russian or English now and for the future. English is consid...
Journal of Multilingual Theories and Practices
Journal of Learning Development in Higher Education
Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this m... more Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this mixed-methods case study explored multilingual student experiences of academic literacy practices in one postgraduate social-science school in an English-medium university in Kazakhstan. Two questions guided the research: (1) To what extent and in what ways do students develop genre knowledge in their school EMI contexts?; (2) Which pedagogical approaches and strategies do students identify as beneficial in supporting genre knowledge development? The study found students developed genre awareness for research-related literacy practices, involving field-, tenor- and mode-related genre knowledge. The study also found student capacity to apply genre knowledge successfully across a range of text genres. Another finding was that challenge and success in genre knowledge development was a function of the extent of explicit feedback from instructors and peers and explicit assignment expectations....
Journal of Second Language Writing, 2022
English as a medium of instruction (EMI) programs are an increasing phenomenon in European univer... more English as a medium of instruction (EMI) programs are an increasing phenomenon in European universities. This paper takes an ethnographic approach to understanding the impact of EMI on pedagogy in a private university in eastern Ukraine. Fieldwork was conducted over the 2010-2011 academic year in nine English-medium and three Russian-medium classes. Data indicated that EMI education posed staffing challenges, as teachers were either language experts with low content knowledge or were content experts with anxiety about their English language skills. In addition, it was at times difficult to obtain textbooks and other print resources in English. Some teachers found teaching in a foreign language necessitated adjustments to speaking pace, discipline, and general classroom discourse. Despite these issues, teachers and students saw teaching and learning in English as a worthwhile opportunity.
International Perspectives on Education and Society, 2021
This essay provides an overview of key contemporary issues researched by scholars of Language Iss... more This essay provides an overview of key contemporary issues researched by scholars of Language Issues in Comparative and International Education. The authors present this scholarship around three main themes: L1-based multilingual education; language revitalization and education; and the power dynamics between dominant and non-dominant languages in educational settings. Research in all three themes challenges the view of monolingualism as the norm and invites the view that all languages are resources. These perspectives are relevant to the goals of educational development, particularly to equitable access to quality schooling. Recent research examines some stakeholders’ resistance to supporting and sustaining local languages and cultural practices. While language-in-education policy change may be slow, there are promising directions in research on how educators and communities exercise agency in transforming educational institutions to support plurilingualism and intercultural unders...
Journal of English for Academic Purposes, 2020
This paper investigates socialization to genre knowledge in a university in Kazakhstan, a former ... more This paper investigates socialization to genre knowledge in a university in Kazakhstan, a former Soviet republic where the Russian language remains prevalent while Kazakh is still being revitalized and elaborated for academic purposes. The authors conducted a survey of postgraduate students (n = 53) and alumni (n = 57) along with focus groups (n = 26) in a single discipline in order to identify the self-reported extent of genre knowledge development, and processes of development and application, in English, Kazakh, and Russian. Quantitative data show students have slightly higher genre knowledge in Russian than English or Kazakh, but alumni often see English genre knowledge as more important than Russian or Kazakh in their workplaces. Qualitative data show that socialization to English genre knowledge was so successful, at times respondents underwent a process of reverse socialization of practices from English to Russian or Kazakh. In other instances, respondents directly applied sk...
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Papers by Bridget Goodman