Abstract
Described as a “galloping” phenomenon now considered “pandemic” in proportion, the use of English as the lingua franca medium of instruction (EMI) at higher education institutions (HEIs) across the globe is today considered the most significant trend in educational internationalisation. Japan is no exception and a growing number of the nation’s universities are increasingly offering classes–and even entire courses–in English. Seen by some as a panacea for jump-starting the nation’s stagnant internationalisation profile and improving overall English language skills, this paper firstly explores the theoretical background and rationale behind the trend to utilize EMI based on a review of the literature. Secondly, questionnaire data and feedback from Japanese students taking such classes at two, second-tier universities are analyzed to help shed light on attitudes and ascertain the issues as well as highlight some limitations and problems involved with EMI classes. Finally, it concludes with practical recommendations for greater language support activities and warns of the implications of naively equating EMI alone to an automatic improvement in English language ability in the Japanese context.
Highlights
Seen by some as a panacea for jump-starting the nation’s stagnant internationalisation profile and improving overall English language skills, this paper firstly explores the theoretical background and rationale behind the trend to utilize English being the medium of instruction (EMI) based on a review of the literature
While second tier universities rarely have the resources to extend their global reach by opening overseas branch campuses or either the name value or financial means to attract substantial numbers of international students, they recognize the potential value of EMI courses and classes as a way to both accommodate greater numbers of international students and assist in the acquisition and improvement of English language skills amongst Japanese students
In Japan EMI classes are increasingly being utilized in order to raise the English proficiency of university students
Summary
1.1 BackgroundA recent combined report from the British Council and Oxford University states that “there is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects” (Dearden, 2014, p. 2). A recent combined report from the British Council and Oxford University states that “there is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects” Growing out of the bilingual education movement of the 1950sin Europe and Canada (Barnard, 2013), the pace of implementation today is rapidly advancing, being referred to by some as a potential “pandemic” (Phillipson, 2009) or “revolution” (Dafouz & Guerrini, 2009). Today there are well over 6400 (ICEF Monitor, 2013) and a growing number in various other traditionally English-as-a-foreign-language countries around the world (Björkman, 2011). The move to use English as the lingua franca of higher education globally is seen as the single most significant current trend in internationalising higher education (Parr, 2014)
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