Systemic Approach to In-house Training in English for Technical University Staff

  • Inga Slesarenko
  • Irina Zabrodina
  • Maria Netesova
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 715)


The necessity to design and implement training programmes in English is conditioned by their relevance to current goals of the university development. The training programmes for TPU staff since 2013 incorporate three pathways: courses for research and teaching staff; courses for professional services staff; courses for university senior managers. The programmes are complemented by joint programmes run with international partner. Verification of courses accomplishment is being monitored by independent testing procedures run by another TPU structural unit in order to confirm the correspondence of the level of language proficiency of the courses graduates to the results announced at the beginning of the studies.


University internationalisation Training in English University staff English medium 



We would like to express our great appreciation to Tomsk Polytechnic University project partners from European Universities and organizations within the framework of funds and programmes, TEMPUS, TACIS, DAAD, INTAS, Marie Curie Fellowship, FP6 (INCO) etc. The research is funded from Tomsk Polytechnic University Competitiveness Enhancement Program grant.


  1. 1.
  2. 2.
    Russian Academic Excellence Programme Project 5-100. Accessed 17 May 2017
  3. 3.
    TPU Action Plan on the Implementation of National Research Tomsk Polytechnic university Programme for Promoting the Competitiveness (“Roadmap”) for 2013–2020. TPU Publishing House, Tomsk (2013)Google Scholar
  4. 4.
    Zabrodina, I., Slesarenko, I., Sivitskaya, L.: The system of training in English for university staff. In: Proceedings of III All-Russian Research and Methodology Seminar-Conference Technical University Students Training in a Foreign Language: Methodological Awareness of Teaching Staff, Tomsk, Russia, 21–23 April 2016, pp. 147–148 (2016)Google Scholar
  5. 5.
    Benson, G., Slesarenko, I., Schamritskaya P.: Technology of language training courses design for university research and teaching staff. In: Proceedings of INTED 2017 Conference, Valencia, Spain, 6th–8th March 2017, pp. 3729–3733 (2017)Google Scholar
  6. 6.
    Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Accessed 10 May 2017
  7. 7.
    Reynolds, C., Patton, J., Rhodes, T.: Leveraging the e Portfolio for Integrative Learning: A Faculty Guide to Classroom Practices for Transforming Student Learning. Stylus Publishing, Sterling (2015)Google Scholar
  8. 8.
    Baker, W., Huettner, J.: English and more: a multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia. J. Multiling. Multicult. Dev. 38(6), 501–516 (2016)CrossRefGoogle Scholar
  9. 9.
    Leung, C., Jenkins, J., Lwekowicz, J.: English for academic purposes: a need for remodeling. Engl. Pract. 3(3), 55–73 (2016)Google Scholar
  10. 10.
    Lingua Franca Learning: The Growth of EMI. Pie Rev. 12(4), 60–65 (2016)Google Scholar
  11. 11.
    Slesarenko, I.V., Zabrodina, I.K.: Internet technologies as pedagogical condition for forming foreign language skills of content teachers (at Technical University). In: Proceedings of the 2nd ASSHM, China, vol. 12, pp. 96–99, December 2014Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Inga Slesarenko
    • 1
  • Irina Zabrodina
    • 1
  • Maria Netesova
    • 1
  1. 1.National Research Tomsk Polytechnic UniversityTomskRussia

Personalised recommendations