Discursive Practices as Drivers of Academic Culture in Higher Education (Baikal School of BRICS Case Study)

Abstract

Irkutsk National Research Technical University has recently launched a number of English-taught educational programmes with the paramount objective to transform the educational landscape of the university. Delivering the programmes in a foreign language gives the university significant competitive advantages in the higher education market, and also enhances the standards of education by attracting foreign experts, professors and students. The purpose of the study is to identify specific didactic tasks that will determine the design of English-taught educational programmes. Having analysed the experience based on language training of undergraduate and graduate students who study in multicultural groups and take English-taught courses, we conclude that the academic status of foreign languages within the programmes of Baikal School of BRICS differs from classical educational paradigms. The implemented lingua-didactic approach when delivering the disciplines focused on language performance is based on the principles of intercultural reflection, acceptance of linguistic and cultural diversity, generation of common meanings and values of education and academic cooperation within the studied subjects, and it contributes to the development of adequate educational technologies resulting in appropriate learning outcomes of students. The results of the study can be used to evaluate and develop similar educational products.