EMI (english-medium instruction) in japanese higher education: A paradoxical space for global and local sociolinguistic habitats

Masakazu Iino*

*この研究の対応する著者

研究成果: Chapter

3 被引用数 (Scopus)

抄録

An increasing number of universities in Japan, as well as in East Asia, have been introducing English-medium instruction (EMI) programs and courses in recent years. This chapter reviews the medium of instruction policies in the higher education, focusing on cases from Japan. For example, series of the governmental-level policies, such as G30 (2009) and the Top Global University Project (2014), have accelerated the introduction of EMI programs throughout Japan and had a large influence on the sociolinguistic habitat. However, program participants, as well as policymakers and the general public, have not critically examined the “E” of EMI. EMI is still a paradoxical space for the local and foreign participants whose native language is not English, and who need to balance the imposed Anglo linguacultural norms and the local values and practices. It is also pointed out that Japanese business sectors, unless the job is so specialized, require a high level of Japanese proficiency for university graduates, regardless of their language backgrounds, to work with Japanese colleagues and clients in Japan. To develop sustainable EMI programs in Asia, the diverse linguistic and cultural resources that the participants bring in need to be fully recognized and mobilized.

本文言語English
ホスト出版物のタイトルEnglish-Medium Instruction from an English as a Lingua Franca Perspective
ホスト出版物のサブタイトルExploring the Higher Education Context
出版社Taylor and Francis
ページ78-95
ページ数18
ISBN(電子版)9781351184328
ISBN(印刷版)9780815395171
DOI
出版ステータスPublished - 2018 1 1

ASJC Scopus subject areas

  • 人文科学(全般)
  • 社会科学(全般)

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