English Medium Instruction Methodology with Regard to International Education

The paper presents an attempt to articulate the link between notions of «English Medium Instruction», «International Education», «Constructive Alignment», «Constructively Aligned Teaching» as some tools for internationalization within higher educational context. focus empirical research is centered around following critical analysis issues: approach with regard English Instruction in education sector (the question implementation vs niveu research); methodological challenges presented by research; Constructive Alignment methodology one based on Intended Learning Outcomes principle international teaching-learning process. collected data have demonstrated that teaching through can be currently viewed a cognitive load-based pedagogy widely used many European and Asian countries strategic initiative institutional internationalization. Its most obvious manifestation constructive alignment technique rotating key milestone, which is, constructively aligned system, all components (intended learning outcomes, teaching/learning activities, assessment tasks, etc.) support each other are usage main medium academic (in-class) instruction. performed suggests insight: presupposes professional development staff problem-centered