1. Richard West & Elena Frumina

2.  The Russian context 2012 - the new global context  ESP/EAP teaching in Russia – 2002 to 2012  The need for change  New excellence initiative 5/100

3.  Internationalisation of higher education  Bologna process  Mobility of academics  Mobility of students  Transnational education  University rankings  English as Medium of Instruction (EMI)

4.  Internationalisation of higher education – Russia slow to respond  Bologna process - Russia signed 2003, implementation started in 2009  Mobility of academics – 494 outward; 450 inward (2010)  Mobility of students (100,000 in Russia; 8 th in world)  Transnational education (27,000 foreign distance students)  University rankings (2014 – 2 in Shanghai 500)  English as Medium of Instruction (limited)

5.  ESP/EAP widespread in Russian HEIs  ‘narrow’ focus  Teachers young & well-trained  Little or no ESP training  Methodology traditional  Materials – metodichkas  Low status

6.  Need for better professional communication (ESP World)  Need for English for Academics  Need to introduce CEFR – EAP Framework  Need for more & better ESP training British Council Baseline Study: Internationalisation of Russian higher education – the English language dimension, R West & E Frumina

7.  Russian President’s Decree “To implement the program aimed at increasing the international competitiveness of Russian universities.”  The performance indicator – 5 Russian universities in top 100 of major international university rankings by 2020  Allocation of funding  Institutional strategy implementation in 2013- 2015 (expected increase in 2016-2020)

8. 2013  Competitive selection of 15 universities  Design of excellence-driven Policies and Initiatives ( university “roadmaps”)  Pressure to publish more in better journals indexed by Scopus or Web of Science  Pressure to attract more international students  International research contracts

9.  Push for students, faculty and staff to improve English language proficiency (e.g. reviewing appraisal criteria, setting target proficiency levels for those who teach in English and those who do not teach in English, setting target levels for programmes)  Establishing centers and services to support publication activities and teaching in English (e.g. writing centers and editing services)  English language environment policy (websites, navigation at the university, communication through newsletters, guides, services in English for foreign students, etc.)

10.  Testing students, faculty and staff for defining the baseline  Introducing CEFR standards across educational levels and programmes  Increasing capacity by opening language centers  Introducing independent external exams for students, faculty and staff  Introducing courses for faculty and researchers

11.  A network of 15 university co-ordinators  Regular meetings to discuss key issues of policy and implementation  Defining products for network dissemination  Developing strategies for wider dissemination

12.  A product designed within Scoltech-MISiS initiative  Aimed to upgrade EAP teacher training and programmes at universities  Intended to be piloted within Excellence Initiative project  Implementation in 2015