EMI and internationalization: the problem of linguistic stress in the university classroom (original) (raw)
Shounan Eibungaku, 2021
Since the 1970s, Japan has had a long history of striving to become internationalized, and English is perceived to be one of the critical factors toward achieving this goal (Rose & McKinley, 2018). English Medium Instruction (EMI) could greatly aid in the internationalization of Japanese English education, especially in higher education. However, EMI research in Japan is still relatively new and not yet widely explored (Toh, 2016). Therefore, even though EMI could promote internationalization, there may be potential disadvantages, challenges, and negative influence or impact on English learners in Japan. This paper will discuss the challenges, the potential negative influence of EMI within Japanese higher education, as well as the process of internationalization via a historical background analysis of governmental internationalization projects.
Educational Studies in Japan, 2018
As internationalization has become part of the raison d'être of universities worldwide, English-medium instruction (EMI) has emerged as an irresistible force in the higher education systems of many non-English speaking countries. In a manifestation of its commitment to internationalization, Japan has seen a dramatic increase in the number of EMI programs now in place at universities throughout the country. This paper looks closely at EMI in Japan's system of higher education through an examination of the existing literature and an assessment of government policies and university practices designed to internationalize the system. The diff erent rationales motivating the various stakeholders (nation, university, and individual) are identifi ed, and the internal and external factors that have led to the introduction of EMI into Japanese universities are discussed. Insofar as EMI is more than a mere linguistic change, it will have a huge impact both on education and research. This paper then raises signifi cant ideological and practical issues associated with English in education as a tool of "academic imperialism" in the unique Japanese context. It also addresses the diff erent practices and adaptations of EMI at Japan's "elite" and "mass" universities. Finally, the double meanings of "internationalization" through EMI programs is conceptualized with using the terms of "internationalization abroad" and "internationalization at home" through examining the framework of nationalistic and cosmopolitan dimensions. For the further study and implications for university practices, the author asserts the importance of developing language education policy not to serve English imperialism but to facilitate focused research by students with a critical perspective.
English Language Education and the Internationalization of Higher Education in Japan
TESOL Communications, 2024
This paper investigates the intersection of English language education and the internationalization of higher education in Japan, amidst the backdrop of globalization. It explores the challenges foreign English teachers face in Japanese universities, including student motivation, effective pedagogical strategies, and intercultural communication with domestic staff. By examining the broader implications of internationalization within Japanese higher education, this article sheds light on the strategic responses of Japanese universities to globalization, primarily through the promotion of English language education. It delves into the nuanced meanings of international education and internationalization in this context, and how they shape teaching practices and policies. The article also explores the potential impact of teachers' intercultural competence on the quality of English language teaching and learning. By addressing these aspects, the paper aims to contribute to a framework that supports educators and enhances the educational experience for students in an internationalized academic environment.
System, 2018
English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes. A. Bradford, H. Brown (Eds). Multilingual Matters (2017). xxiii + 300pp. I have been researching EMI in Japan since my Master's degree in 2013. I looked at a trilingual international professor's strategic use of code-switching. My DPhil research is investigating what the main predictors are of professor and students' attitudes towards EMI. I am familiar with the Japanese context and have witnessed how the eruption of EMI seems to have caught everyone off guard. This is also a personal matter for me as I have two, largely monolingual, Japanese godsons who will one day face the same challenges faced by all Japanese university students in Japan. As a result, Bradford and Brown's edited book piqued my interest as it is the first volume focused solely on Japan. As research on EMI in Japan is still in its infant stages I hoped to read more large-scale empirical research, nevertheless, contributors do provide valuable contextual descriptions, theoretical contributions, small-scale qualitative study findings, and insights from personal experience. A look back into the history of Japanese education policy highlighted to me a tangential relationship between EMI and money. Bradford and Brown (p. 7) note the key role that the Japan Business Federation plays in education policy making. Motivated by a shrinking domestic market, Japanese businesses are calling on universities to foster graduates that are equipped with the linguistic skills and the cultural capital to operate in a global trading arena. This lack of graduate global competitiveness is reinforced by Hashimoto (p. 15). What the authors lack to explain is why such competitiveness has not yet been fostered in the last 10 years of EMI expansion.
The use of English in Japanese universities: producing human resources for a globalized market
The number of international students in Japan is rising in line with global trends. Commensurately, so is the use of English in Japanese universities, as a medium of both instruction and inter-student communication on campus. English foreign language education is a key component of the language curriculum in Japan and has evolved in recent years to encompass the requirement to prepare university students for English-mediated instruction (EMI) courses. This development is linked to the oft-expressed interest of the Japanese Ministry of Education (MEXT) to internationalize Japanese tertiary education institutions. This paper reports the development of the importance of English in Japanese tertiary education, the reasons for its position as a subject of special focus, and the long-term implications of this focus on English in Japan. This issue is one of the most important facing Japanese education, as it will affect how universities structure their courses, how schools and curricula prior to university level prepare students for the use of English, and how students use English both personally and professionally in their postgraduation careers.
Macrothink, 2024
English-Medium Instruction (EMI) has gained prominence in higher education as a strategy to foster internationalisation, enhance institutional reputation, and improve students’ global professional prospects and competencies. However, its implementation is complex and poses several challenges in terms of educational practices, communication, and interaction. This Special Issue explores the multifaceted nature of EMI through different case studies, primarily in Italian Universities, and is supplemented by comparative analyses from other countries. The contributions examine lecturers’ and students’ perspectives by focusing on linguistic, attitudinal, and educational aspects. Key themes include the impact of professional training for lecturers, strategies to enhance teacher-student interaction, and the role of microteaching in improving EMI educational practices. Findings reveal the need for innovative teaching approaches, interactive methodologies, and greater support for students’ language and critical thinking skills. The studies included in this Special Issue highlight varied insights, experiences, and needs, including the difficulties related to lecturers’ language proficiency, and the influence of cultural contexts on classroom interaction. Case-study-based research and comparative studies shed light on differences in student perceptions of EMI, transcultural interactions, and the role of linguistic backgrounds. This Special Issue underscores the importance of addressing institutional and educational gaps to ensure the effectiveness of EMI. By fostering collaboration between policymakers, educators, and researchers, the studies aim to refine EMI practices while acknowledging the constraints of Englishization on linguistic diversity. The findings contribute to a deeper understanding of the potential challenges and limitations of EMI by offering practical insights for improving internationalised education in diverse university contexts.
English-as-a-global language' education for universities in Japan
2007
In this article,I review a few of the more dramatic consequences of globalization on languages around the world and examine these consequences in relation to English language teaching in Japan. I conclude with a proposal for four units that should be taught alongside any English-as-a-global-language curriculum. Introduction Globalization is having profound and wide ranging effects on all aspects of life for all people around the world,no matter how far removed they might live from industrialized urban centers. Broadly defined as“what happens when the movement of people,goods,or ideas among countries and regions accelerates,” 1 this most recent cycle of globalization is both quantitatively(in terms of scale)and qualitatively(in terms of the depth of influence across domains of daily life)different from past cycles in many significant respects. First of all, the sheer size of human migrations within the past forty years across the globe outpaces anything in human history. There are to...
English language learning in the Japanese higher education sector: towards internationalisation
Intercultural Education, 2013
The graduate attribute 'global competence' is increasingly viewed as a significant learning outcome of a tertiary education. In Japanese higher education, global competence appears to be a lesser priority despite Japan becoming an increasingly pluralistic. This article explores how adjunct foreign English language teachers (AFELT) encourage global competency in their classes. Data was drawn from 43 participants across 66 Japanese universities through focus groups and interviews. The research revealed that the positionality of AFELT on the margins institutionally had both affordances and constraints. First, being on the margins meant that AFELT had significantly lower status both institutionally and in student's eyes, and AFELT were consequently constrained by these views. Second however, and paradoxically, distance from University hegemonic practices also provided affordances for AFELT in disrupting them. AFELT highlight that their pedagogical practices, while constrained, are both subversive and necessary in achieving student's intercultural and global competencies.
Localizing EAP in Light of the Rise of English-Medium Instruction at Japanese Universities
OnCue, 6(3), pp. 5-20, 2012, 2014
"""English-medium content classes are becoming more common on Japanese university campuses. When taught by Japanese faculty, the language of instruction may be English but the classroom culture remains grounded in local academic norms. This has implications for EAP practice at such universities. This study looks at data collected from Japanese faculty working in an English-medium program in the social sciences. The study examines their goals, expectations for student performance and descriptions of classroom practice. Data analysis shows important implications for change in four areas. EAP teachers preparing students for work in a local English-medium program in Japan, rather than for study abroad, may need to reconsider their practice including longer-term focus on a single topic, more one-on-one interaction with students, the addition of translanguaging and a greater focus on academic skills rather than language. Although findings are limited to our local context, some resonance may be found in similar Japanese universities offering English-medium content instruction and EAP courses preparing students for that purpose."