earning from Students, Educating Teachers—Research and Practice, 2023
Brown, H. (2023). Recruiting for Japanese EMI programs: Insights from online job posts. In P. Fer... more Brown, H. (2023). Recruiting for Japanese EMI programs: Insights from online job posts. In P. Ferguson, B. Lacy, & R. Derrah (Eds.), Learning from Students, Educating Teachers—Research and Practice. JALT. https://doi.org/10.37546/JALTPCP2022-01
As English-medium instruction (EMI) programs at universities in Japan have grown and developed over the past 20 years, the approach to recruiting faculty members to teach classes in English has evolved. This project investigates that evolution, drawing on data covering more than 165,000 jobs advertised on the JREC-IN Portal since 2002. The data shows yearly growth in the number of jobs posted requiring the ability to teach specialized content classes in English, reflecting the growth in the number and scope of EMI programs. A comparison of the EMI-related and mainstream job posts in the data also reveals differing trends in the number of positions advertised by private, public, and national universities, as well as differing trends in different disciplinary areas. The changing prevalence of full-time (tenured), part-time, and term-limited positions is also examined. These trends both reflect previous research on and offer new insights into the development of EMI programs in Japan.
Journal of International Studies and Regonal Develoment, 2022
This study addresses the language-related difficulties experienced by foreign faculty members wor... more This study addresses the language-related difficulties experienced by foreign faculty members working at Japanese universities and their need for Japanese-language training. In order to develop a Japanese-language training curriculum, we conducted a needs analysis based on interview data from prospective course participants. Results of the needs analysis indicated that two goals should be prioritised for the training course: the ability to participate in discussions in meetings among faculty members, and the ability to communicate in interactions with administrative staff. Based on these findings, original materials were created for the training course. The materials centered on cases for analysis and discussion, a list of terms and expressions commonly used in meetings, and scenarios for internal communication. After the training sessions, participants reported generally positive evaluations: their understanding of meetings had improved, and their confidence in speaking Japanese had increased. However, they also suggested some points for improvements in the course, including the need for more formal practice. In addition, it was confirmed that it is necessary to develop teaching materials and a curriculum to focus more directly on interaction with university administrative staff.
Journal of Multilingual and Multicultural Development , 2022
The need to support those teaching in English-medium instruction (EMI) classrooms is becoming inc... more The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a replication and localisation of an international study by Macaro et al. (2020. “English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification.” International Journal of Applied Linguistics 30 (1): 144–157), investigates the experiences and attitudes of faculty members teaching in EMI programmes in South Korea and Japan towards EMI related PD and certification. Survey findings (South Korea n = 234, Japan n = 92) indicate that few faculty members have experience with pre-service PD, and that EMI-related in-service PD is rare in South Korea but on the rise in Japan. Preferences for PD and attitudes towards certification differed between the two populations sampled, and there are indications that the disciplinary and language backgrounds of the professors may influence this. This highlights the need for local, context-appropriate approaches to supporting faculty in EMI programmes.
As English-medium instruction (EMI) takes on a more important
role in higher education in Japan, ... more As English-medium instruction (EMI) takes on a more important role in higher education in Japan, there are ongoing concerns that faculty members lack the support they need to effectively teach in what may be their own or their students’ second language. In a replication and localization of Macaro et al.’s 2020 multi-country survey of EMI-related professional development (PD), this study investigated the experience, needs, and preferences of faculty members teaching in English in Japan. Results from 92 respondents indicate that while professors acknowledge teaching in an EMI context requires different competencies than either teaching in a Japanese-medium setting or using English as a professional academic language, fewer than half have participated in PD training. Respondents are open to the idea of EMI-related PD but are only moderately receptive to a potential scheme to certify their competencies. Respondents’ perspectives differed depending on their experience teaching in EMI, as well as their linguistic and disciplinary background.
The number of degree programs and courses taught in English at Japanese universities has increase... more The number of degree programs and courses taught in English at Japanese universities has increased considerably over the past ten years. However, there are concerns about the sustainability of such programming. With government-supported initiatives ending, universities must now reflect on lessons learned and adapt accordingly. For English-medium instruction (EMI) to be fully embedded in the Japanese higher education landscape, universities need to reexamine the scope of their programs and focus on internal resources and structures.
Cook, M., & Brown, H. (2019). Using the study abroad experience to augment preservice teachers’
p... more Cook, M., & Brown, H. (2019). Using the study abroad experience to augment preservice teachers’ practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
Preservice training for secondary-school teachers in Japan has been criticized as inconsistent and ineffective and is seen to have little influence on their teaching repertoire. Early career teachers tend to be more strongly influenced by their experiences as students and their observation of senior teachers. However, they lack training in how to effectively observe lessons. In this study, we explored preservice teachers using classroom-observation rubrics while studying abroad as a method to encourage them to observe other teachers’ lessons more effectively. Results show that these preservice teachers noted aspects of their teacher’s classroom practice including flexibility in the pace and flow of the lesson, techniques for classroom management, and attention to students’ individual needs and progress. Results also indicate that the relatively simple intervention, introducing a classroom-observation rubric and encouraging discussion about it, was a catalyst for students to become reflective and critical observers of senior teachers’ classroom practice. 日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱 い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教 職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の 教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研 究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授 業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な 作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。
Brown, H., Bennett, P., & Stoeckel, T. (2019). General and academic wordlists in English-medium
i... more Brown, H., Bennett, P., & Stoeckel, T. (2019). General and academic wordlists in English-medium instruction programs. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
English-medium instruction (EMI) is a growing trend in Japan, and one common challenge of EMI implementation is providing adequate language-proficiency preparation for students, including the development of general and academic vocabulary. This study used a corpus of approximately 500,000 words taken from reading texts used in EMI courses at one university in order to evaluate the New General Service List (NGSL) and the New Academic Word List (NAWL) as study tools for students in this university’s program. Results showed that the NGSL provided 87.7% coverage of the corpus, a marked improvement over the original General Service List, which provided only 79.7% coverage. The NAWL performed less well, providing only an additional 3.0% coverage beyond that of the NGSL alone. Also, a full 17.4% of NAWL words did not appear in the corpus. This finding calls into question the value of the NAWL as a study tool for this program. 日本における英語による専門教育（EMI）は、増加傾向にある。EMIを実施する上で大学が取り組むべきことの一つは、学生 の語学力強化であって、中でも語彙力強化が重要である。本稿では、ある大学のEMIコースで使用しているリーディングテキ ストから作成した約50万語のコーパスを使って、New General Service Lis（t NGSL）とNew Academic Word Lis（t NAWL）が当 該プログラムの学生にとって適切な学習ツールであるかを調査した。その結果、NGSLは、コーパスのカバー率が87.7％で、初 版のGeneral Service Listのカバー率79.7％から大きく改善されていることが分かった。NAWLの結果は、3.0％の上昇に留まっ た。また、NAWL単語の17.4％はコーパスに出現しなかった。このことから、当該プログラムに対するNAWLの活用価値への疑 念が生じた。
The number of universities offering English-medium instruction (EMI) programs is growing steadily... more The number of universities offering English-medium instruction (EMI) programs is growing steadily in Japan. As of 2015, more than 40% of Japanese universities had some kind of EMI program. While some of these programs are designed for incoming international students, the majority are implemented as part of a nationwide internationalization at home strategy, aimed at domestic, Japanese students. Most of these students are drawing on a background of standard high-school English classes , which often leaves them unprepared for the challenges of EMI. English-language teaching specialists attached to these EMI programs can play an important role in preparing these students for academic success as they make the transition from learning English to learning in English. Eng-lish-language teaching specialists have to be aware of and support students' needs related to their overall language proficiency level, as well as individual specific needs related to volume of reading, necessity for spontaneous speech, gaps in vocabulary knowledge, and academic skills. 英語による教育 （EMI） プログラムを提供している日本の大学は、 着実に増加している。 2015 年現在で 40％以上の日本の大学が EMI プログラムを提供している。留学生を対象としてい るプログラムもあるが、国の政策として取り組む高等教育の国際化の一部として、国内の 日本人学生を対象として実施されている場合が多い。日本人学生の多くは、高校での一般 的な英語授業での学習経験しか有しておらず、EMI を受講するための十分な準備ができて いるとはいえない。EMI プログラムに所属する英語教育専門家は、学生が学習の対象であ った英語を学習ツールとして捉えられるようになるのにあわせ、学業で成功を修められる よう、準備をさせるという点で大きな役割を果たすことができる。言語教育専門家は、総 合的な言語能力レベルの向上だけでなく、EMI 授業で特に必要とされる長文読解、自発的 な発言、学術的語彙力、およびアカデミックスキル等への学生一人ひとりの具体的なニー ズを把握した上で支援する必要がある。
Language teaching in a global age: Shaping the classroom, shaping the world, 2018
English-medium instruction (EMI) is a growing trend in Japan, but it is not entirely new. This pa... more English-medium instruction (EMI) is a growing trend in Japan, but it is not entirely new. This paper surveys the history of EMI in Japan to provide insight into the current context. In the Meiji era, as Japan was establishing its first higher education institutions, EMI was the norm, with most university posts occupied by foreign academics. However, by the end of the 19th century, English shifted from the medium of instruction to an object of study. Following World War II, EMI reemerged, though it was not widespread until the 1990s when it became part of efforts to diversify the international student body and maintain parity with partner schools abroad. EMI now has a dual role, both attracting international students and serving domestic students as a part of global jinzai strategies. Though EMI is spreading quickly, it is limited, serving a minority of students at approximately 40% of universities in Japan. 日本では、英語による教育（EMI）への人気が高まりつつあるが、この人気は突然振って湧いたようなものではない。本論では、日本におけるEMIの歴史を調査し、現在の状況への手がかりを提供する。明治時代に日本の高等教育の先駆けともなった学校が次々と設立され始めると、EMIが一般的となり、大学の授業は外国人教員が担当するのが通例となった。しかし、19世紀末までには、英語は教えるためのツールから学習の対象という位置づけに変化する。第二次世界大戦後の日本では、再びEMIが脚光を浴びたが、日本中に広まったのは、1990年代になってからのことだった。この頃のEMIは、大学内での留学生数の増員と多様化を実現し、海外の協定校と均衡を保つための取り組みでもあった。21世紀に入ると、優秀な留学生へのアピールだけでなくグローバル人材育成戦略の一環として国内の学生の需要に応えるという二つの役割を果たすことになる。急成長しつつあるEMIではあるが、実施している機関はいまだ限定的で、EMIの授業を受けている学生は国内大学の約40％にしか満たない。
In Japan, as in much of the world, English-medium instruction
(EMI) is part of an effort to inter... more In Japan, as in much of the world, English-medium instruction (EMI) is part of an effort to internationalize the higher education sector, attract international students, and foster global competencies among students. It is receiving significant government investment and attention, and consequently assuming, perhaps not a central, but a meaningful role in higher education. However, the growth of EMI has not been without challenges and these are not unique to current internationalization efforts. It may be that we are seeing the most recent manifestation of longstanding structural issues in the Japanese higher education sector. When information technology (IT) was promoted in education in the 1990s, bureaucratic procedures, lack of technical support, and resistance to emerging pedagogies were found to be impediments to effective implementation. For anyone involved in current EMI implementation, these obstacles ring familiar. The parallels are striking and, by looking at the example of IT, we may catch a glimpse of where EMI is heading and learn where structural changes could be made.
Brown, H. (2016). Current trends in English-medium instruction at universities in Japan. OnCue J... more Brown, H. (2016). Current trends in English-medium instruction at universities in Japan. OnCue Journal, 10(1) 3-20.
English-medium Instruction (EMI) of academic subjects is expanding rapidly at universities in Japan without a clear nationwide picture of the context. This study paints such a picture with findings from a nationwide survey of 258 universities with undergraduate EMI programs (response rate 46%, n=118). The survey results cover the scope, scale and organization of EMI programs as well as showing which fields are most often taught in English. Results also reveal some challenges to EMI implementation relating to both faculty and students. 日本の大学において、専門課程の英語による教育（EMI）が急速に広がりつつあるが、全国的な現状の輪郭は明確に描かれていない。本研究は、EMIによる学位プログラムを提供する日本の大学258校を対象に実施した全国的調査によって明らかになった現状を報告する(回答率46%, n=118)。調査結果は、英語による教育が最も多く提供されている分野を示すだけでなく、EMIプログラムの範囲、規模、組織についても取り上げる。また、教員および学生双方のEMI導入に対する課題を明らかにする。
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clement... more Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT.
Around the world, the role of English in higher education is changing. Rather than just an object of study, English is now often the language of instruction. In Japan, universities are currently adopting content and language integrated learning (CLIL) and English-medium instruction (EMI), alongside longstanding content-based instruction (CBI) approaches, to convey academic content in English. However, a shared understanding of the goals and outcomes of these approaches has yet to emerge. We argue that key distinctions are based on the relative positions of language and content in learning objectives and assessment. In CBI, content is a vehicle for language learning: The goal is language learning and students are assessed on language performance. In EMI, learning outcomes are tied directly to the content: Language learning is neither planned for nor assessed. Between these extremes, CLIL is an integrated approach with varying degrees of focus on language and content learning.
English-medium instruction (EMI) of content courses is a growing trend in higher education in Jap... more English-medium instruction (EMI) of content courses is a growing trend in higher education in Japan. As of 2013, over 1/3 of Japanese universities offered EMI courses, mainly in humanities and social sciences, and this number has been steadily growing over the past 15 years. The timing of the growth in EMI can be tied to shifts in how internationalization is viewed among higher-education stakeholders, administrative and structural changes at universities, changes in the relationship between universities and the government, and the rising importance of university ranking tables. Underlying rationales for EMI implementation can be understood in terms of wider global trends towards greater internationalization, and the massification of higher education in Japan. Other oft cited rationales for EMI implementation, financial incentives or the inward looking tendencies of Japanese youth, do not appear to be significant drivers.
Brown, H. (2017). Why and why now? Understanding the rapid rise of English-medium instruction in higher education in Japan. Journal of International Studies and Regional Development, 8 1-16
As Japan internationalizes its higher education sector, over 1/3 of Japanese universities offer u... more As Japan internationalizes its higher education sector, over 1/3 of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium Instruction (EMI) programs are taught by Japanese faculty, primarily for domestic students. While the classroom language is English, implying some adoption of western pedagogy, the classroom culture remains rooted in Japanese academic norms and practices. Thus, blended norms and practices emerge, creating new needs and challenges for both students and faculty. After a review of the context of EMI in Japan, this paper discusses the development of one undergraduate EMI social sciences program. The focus is on the need for integration of content and language classes and the value of collaboration between content and language faculty. The paper traces the relationship of the English for Academic Purposes (EAP) and EMI programs from a relatively simple cross-disciplinary sharing of information to a more challenging interdisciplinary collaboration. Initially, EAP faculty investigated content faculty's goals, expectations for performance and descriptions of classroom work in order to inform EAP program decision making. As the program developed, the power of interdisciplinary collaboration became a key feature of its design, and faculty members have collaborated successfully in curriculum design, program planning and management, training and professional development, and team-teaching.
English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all un... more English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all universities currently offering some undergraduate EMI. These programs are developing in response to both national-level drives to internationalize higher education and local contextual factors motivating individual universities. This exploratory study seeks to identify local factors in the university community which facilitate or hinder the implementation and development of EMI programs. Results are based on documentary evidence and interview data collected at eight universities. A total of 15 stakeholders from eight undergraduate EMI programs shared their experiences and insights in semi-structured interviews. Findings indicate that implementation and development of EMI programs are influenced by a set of eight overlapping factors: questions of status and position; issues of territoriality; the overall health of the institution; the pace of change; external validation; issues connected to staffing; available support structures; and communication issues. These factors have implications for curriculum design and implementation and may provide an initial roadmap for program planning.
Over one-third of Japanese universities offer undergraduate content classes taught in English. Th... more Over one-third of Japanese universities offer undergraduate content classes taught in English. These classes are often designed for domestic students and serve less than 10% of the student body in most cases. Generally, these classes do not form full-degree programs taught in English; rather, most English-medium Instruction (EMI) programs are a part of students’ mainly Japanese-medium degree. For language teaching and teachers, EMI seems to have implications in four areas. First, language teachers may have new roles as language programs implement EMI classes. Also, due to EMI, domestic learners' engage with English differently, implying changing needs for language students. In addition, growing EMI also implies both more need and potential for communication between language and content faculty. Finally, the rising popularity of EMI in higher education may lead to positive washback on language teaching in secondary schools.
This study has shown how stakeholders of a new Self Access Learning Center (SALC) co-construct vi... more This study has shown how stakeholders of a new Self Access Learning Center (SALC) co-construct views about the center's development though conversational narratives. Conversational narratives are a means in this study to provide important insights into SALC's growth and also represent sites of valuable social practice to strengthen collegiality among its participants. This dialogic process illustrates a diversity of perspectives which have emerged over the first year in its growth, and which inform the center's management on metaphors of self access, language policy, its integration with university curricula, and how it and its staff are positioned in the organization. As part of a larger ethnographic study into the center, these unscripted, free-form dialogues are valued because they mirror the flat hierarchical structure which the center aims to support in its community of practice to legitimize its participants' voices.
This study has traced the growth of a new facility intended to promote independent language study... more This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its development. It has revealed how key qualitative insights from an archive of semi-structured interviews, conversational narratives and questionnaires with students, teachers, center staff and university management are marked by their shifting and diverse nature. Findings related to language policy for the center show how initial ‘English only’ regulations have been opposed and amended by stakeholders. Findings focusing on the center stakeholders’ metaphors of self access language learning have changed or been supplemented and show great diversity. Importantly, SALC’s positioning in the wider university has experienced problems with diverse evaluation expectations and, despite considerable financial backing, remains marginalized. Finally, SALC’s integration with university curricula has seen mixed results; the center is connected closely to the English curriculum as taught by non-Japanese, but not to curricula taught by Japanese teachers of English or content subjects. This indicates that integration of university-wide curricula with autonomous modes of learning remains a hurdle. This study may inform other centers seeking to gather data on the diverse voices impacting upon their development.
English Language Teaching World Online (ELTWO), Apr 2015
CLIL is relatively new in Japan but growing in popularity, particularly in English language-learn... more CLIL is relatively new in Japan but growing in popularity, particularly in English language-learning contexts. Recent government figures show that as many as one third of all universities offer classes that may be considered CLIL. CLIL is being adopted both by individual teachers and in department or campus-wide programs. Teachers and administrators may adopt CLIL based on an understanding of its benefits, including the efficiency and effectiveness of its dual focus and the complementary relationship between language and content classes which develops in CLIL contexts. However, in contexts where students have an individual choice to study in a CLIL class, they are unlikely to be aware of the full range of research into these advantages. What then are their choices based on? This qualitative study of a university-level CLIL program in Japan seeks to identify factors involved in students’ choice of CLIL classes. Results from semi-structured interviews with students indicate that when they choose CLIL classes over traditional language classes, they do so with some understanding of the advantages of CLIL, based on their previous learning experiences. Participants cite the dual focus of CLIL classes and the authenticity of purpose which they can provide. The sense of challenge was also noted as setting CLIL apart from more traditional language classes. Students acknowledged that CLIL classes were demanding but chose to join a CLIL class in order to challenge themselves. A final deciding factor seemed to be intellectual curiosity about the content of the CLIL classes. Other factors associated with class choice in general were also revealed including scheduling issues and the reputation of, or a prior relationship with, the teacher. Surprisingly for a Japanese context, the influence of peers and senior students was not seen as a major deciding factor in the choice of CLIL classes.
English-medium instruction (EMI) of content classes at Japanese universities is growing; approxim... more English-medium instruction (EMI) of content classes at Japanese universities is growing; approximately 1/4 of universities offer undergraduate EMI classes, often in the humanities and social sciences. However, with individual programs developing to suit local needs and contexts, there is no overall picture of EMI and no clear sense of the direction this trend is taking. This paper reports initial results from a study attempting to develop just such a picture. A review of published documents and interviews with program stakeholders show that EMI programs take on a variety of forms. Some universities offer ad hoc collections of classes, with individual teachers deciding to teach in English. Others provide full degree-granting programs designed to attract high quality Japanese and international students. A tentative typology of undergraduate EMI in Japan can now be proposed, outlining the size and structure of programs as well as faculty and student body make up.
英語を使った専門科目教育 (EMI)を提供する日本の大学数は、増加してきている。現在、およそ200の大学(全大学数の約1/4に相当)が学部レベルで、ほとんどの場合は、人文学や社会科学分野のEMIプログラムを提供している。しかしながら、それぞれのEMIプログラムは、大学をとりまく状況やニーズに対応するため、独自の成長をしてきている。そのため、EMIの普及に関する全体像は把握されておらず、今後の方向性も明らかではない。この研究は、その全貌を明らかにするための初めての取組みである。一般に公表されている文書の考察やEMIプログラム関係者へのインタビュー結果から、日本のEMIプログラムは多岐にわたっており、その場しのぎ的に設置されているEMIクラスもあれば、国内、海外を問わず優秀な学生を募集することを目的に、すべて英語で授業が行われる学位課程のEMIプログラムとして設置している場合もあることがわかった。暫定的ではあるが、日本における学部レベルのEMI類型論を体系づけし、プログラムの規模や構造、また教員や学生の構成状況の概説を可能にした。
earning from Students, Educating Teachers—Research and Practice, 2023
Brown, H. (2023). Recruiting for Japanese EMI programs: Insights from online job posts. In P. Fer... more Brown, H. (2023). Recruiting for Japanese EMI programs: Insights from online job posts. In P. Ferguson, B. Lacy, & R. Derrah (Eds.), Learning from Students, Educating Teachers—Research and Practice. JALT. https://doi.org/10.37546/JALTPCP2022-01
As English-medium instruction (EMI) programs at universities in Japan have grown and developed over the past 20 years, the approach to recruiting faculty members to teach classes in English has evolved. This project investigates that evolution, drawing on data covering more than 165,000 jobs advertised on the JREC-IN Portal since 2002. The data shows yearly growth in the number of jobs posted requiring the ability to teach specialized content classes in English, reflecting the growth in the number and scope of EMI programs. A comparison of the EMI-related and mainstream job posts in the data also reveals differing trends in the number of positions advertised by private, public, and national universities, as well as differing trends in different disciplinary areas. The changing prevalence of full-time (tenured), part-time, and term-limited positions is also examined. These trends both reflect previous research on and offer new insights into the development of EMI programs in Japan.
Journal of International Studies and Regonal Develoment, 2022
This study addresses the language-related difficulties experienced by foreign faculty members wor... more This study addresses the language-related difficulties experienced by foreign faculty members working at Japanese universities and their need for Japanese-language training. In order to develop a Japanese-language training curriculum, we conducted a needs analysis based on interview data from prospective course participants. Results of the needs analysis indicated that two goals should be prioritised for the training course: the ability to participate in discussions in meetings among faculty members, and the ability to communicate in interactions with administrative staff. Based on these findings, original materials were created for the training course. The materials centered on cases for analysis and discussion, a list of terms and expressions commonly used in meetings, and scenarios for internal communication. After the training sessions, participants reported generally positive evaluations: their understanding of meetings had improved, and their confidence in speaking Japanese had increased. However, they also suggested some points for improvements in the course, including the need for more formal practice. In addition, it was confirmed that it is necessary to develop teaching materials and a curriculum to focus more directly on interaction with university administrative staff.
Journal of Multilingual and Multicultural Development , 2022
The need to support those teaching in English-medium instruction (EMI) classrooms is becoming inc... more The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a replication and localisation of an international study by Macaro et al. (2020. “English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification.” International Journal of Applied Linguistics 30 (1): 144–157), investigates the experiences and attitudes of faculty members teaching in EMI programmes in South Korea and Japan towards EMI related PD and certification. Survey findings (South Korea n = 234, Japan n = 92) indicate that few faculty members have experience with pre-service PD, and that EMI-related in-service PD is rare in South Korea but on the rise in Japan. Preferences for PD and attitudes towards certification differed between the two populations sampled, and there are indications that the disciplinary and language backgrounds of the professors may influence this. This highlights the need for local, context-appropriate approaches to supporting faculty in EMI programmes.
As English-medium instruction (EMI) takes on a more important
role in higher education in Japan, ... more As English-medium instruction (EMI) takes on a more important role in higher education in Japan, there are ongoing concerns that faculty members lack the support they need to effectively teach in what may be their own or their students’ second language. In a replication and localization of Macaro et al.’s 2020 multi-country survey of EMI-related professional development (PD), this study investigated the experience, needs, and preferences of faculty members teaching in English in Japan. Results from 92 respondents indicate that while professors acknowledge teaching in an EMI context requires different competencies than either teaching in a Japanese-medium setting or using English as a professional academic language, fewer than half have participated in PD training. Respondents are open to the idea of EMI-related PD but are only moderately receptive to a potential scheme to certify their competencies. Respondents’ perspectives differed depending on their experience teaching in EMI, as well as their linguistic and disciplinary background.
The number of degree programs and courses taught in English at Japanese universities has increase... more The number of degree programs and courses taught in English at Japanese universities has increased considerably over the past ten years. However, there are concerns about the sustainability of such programming. With government-supported initiatives ending, universities must now reflect on lessons learned and adapt accordingly. For English-medium instruction (EMI) to be fully embedded in the Japanese higher education landscape, universities need to reexamine the scope of their programs and focus on internal resources and structures.
Cook, M., & Brown, H. (2019). Using the study abroad experience to augment preservice teachers’
p... more Cook, M., & Brown, H. (2019). Using the study abroad experience to augment preservice teachers’ practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
Preservice training for secondary-school teachers in Japan has been criticized as inconsistent and ineffective and is seen to have little influence on their teaching repertoire. Early career teachers tend to be more strongly influenced by their experiences as students and their observation of senior teachers. However, they lack training in how to effectively observe lessons. In this study, we explored preservice teachers using classroom-observation rubrics while studying abroad as a method to encourage them to observe other teachers’ lessons more effectively. Results show that these preservice teachers noted aspects of their teacher’s classroom practice including flexibility in the pace and flow of the lesson, techniques for classroom management, and attention to students’ individual needs and progress. Results also indicate that the relatively simple intervention, introducing a classroom-observation rubric and encouraging discussion about it, was a catalyst for students to become reflective and critical observers of senior teachers’ classroom practice. 日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱 い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教 職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の 教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研 究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授 業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な 作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。
Brown, H., Bennett, P., & Stoeckel, T. (2019). General and academic wordlists in English-medium
i... more Brown, H., Bennett, P., & Stoeckel, T. (2019). General and academic wordlists in English-medium instruction programs. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
English-medium instruction (EMI) is a growing trend in Japan, and one common challenge of EMI implementation is providing adequate language-proficiency preparation for students, including the development of general and academic vocabulary. This study used a corpus of approximately 500,000 words taken from reading texts used in EMI courses at one university in order to evaluate the New General Service List (NGSL) and the New Academic Word List (NAWL) as study tools for students in this university’s program. Results showed that the NGSL provided 87.7% coverage of the corpus, a marked improvement over the original General Service List, which provided only 79.7% coverage. The NAWL performed less well, providing only an additional 3.0% coverage beyond that of the NGSL alone. Also, a full 17.4% of NAWL words did not appear in the corpus. This finding calls into question the value of the NAWL as a study tool for this program. 日本における英語による専門教育（EMI）は、増加傾向にある。EMIを実施する上で大学が取り組むべきことの一つは、学生 の語学力強化であって、中でも語彙力強化が重要である。本稿では、ある大学のEMIコースで使用しているリーディングテキ ストから作成した約50万語のコーパスを使って、New General Service Lis（t NGSL）とNew Academic Word Lis（t NAWL）が当 該プログラムの学生にとって適切な学習ツールであるかを調査した。その結果、NGSLは、コーパスのカバー率が87.7％で、初 版のGeneral Service Listのカバー率79.7％から大きく改善されていることが分かった。NAWLの結果は、3.0％の上昇に留まっ た。また、NAWL単語の17.4％はコーパスに出現しなかった。このことから、当該プログラムに対するNAWLの活用価値への疑 念が生じた。
The number of universities offering English-medium instruction (EMI) programs is growing steadily... more The number of universities offering English-medium instruction (EMI) programs is growing steadily in Japan. As of 2015, more than 40% of Japanese universities had some kind of EMI program. While some of these programs are designed for incoming international students, the majority are implemented as part of a nationwide internationalization at home strategy, aimed at domestic, Japanese students. Most of these students are drawing on a background of standard high-school English classes , which often leaves them unprepared for the challenges of EMI. English-language teaching specialists attached to these EMI programs can play an important role in preparing these students for academic success as they make the transition from learning English to learning in English. Eng-lish-language teaching specialists have to be aware of and support students' needs related to their overall language proficiency level, as well as individual specific needs related to volume of reading, necessity for spontaneous speech, gaps in vocabulary knowledge, and academic skills. 英語による教育 （EMI） プログラムを提供している日本の大学は、 着実に増加している。 2015 年現在で 40％以上の日本の大学が EMI プログラムを提供している。留学生を対象としてい るプログラムもあるが、国の政策として取り組む高等教育の国際化の一部として、国内の 日本人学生を対象として実施されている場合が多い。日本人学生の多くは、高校での一般 的な英語授業での学習経験しか有しておらず、EMI を受講するための十分な準備ができて いるとはいえない。EMI プログラムに所属する英語教育専門家は、学生が学習の対象であ った英語を学習ツールとして捉えられるようになるのにあわせ、学業で成功を修められる よう、準備をさせるという点で大きな役割を果たすことができる。言語教育専門家は、総 合的な言語能力レベルの向上だけでなく、EMI 授業で特に必要とされる長文読解、自発的 な発言、学術的語彙力、およびアカデミックスキル等への学生一人ひとりの具体的なニー ズを把握した上で支援する必要がある。
Language teaching in a global age: Shaping the classroom, shaping the world, 2018
English-medium instruction (EMI) is a growing trend in Japan, but it is not entirely new. This pa... more English-medium instruction (EMI) is a growing trend in Japan, but it is not entirely new. This paper surveys the history of EMI in Japan to provide insight into the current context. In the Meiji era, as Japan was establishing its first higher education institutions, EMI was the norm, with most university posts occupied by foreign academics. However, by the end of the 19th century, English shifted from the medium of instruction to an object of study. Following World War II, EMI reemerged, though it was not widespread until the 1990s when it became part of efforts to diversify the international student body and maintain parity with partner schools abroad. EMI now has a dual role, both attracting international students and serving domestic students as a part of global jinzai strategies. Though EMI is spreading quickly, it is limited, serving a minority of students at approximately 40% of universities in Japan. 日本では、英語による教育（EMI）への人気が高まりつつあるが、この人気は突然振って湧いたようなものではない。本論では、日本におけるEMIの歴史を調査し、現在の状況への手がかりを提供する。明治時代に日本の高等教育の先駆けともなった学校が次々と設立され始めると、EMIが一般的となり、大学の授業は外国人教員が担当するのが通例となった。しかし、19世紀末までには、英語は教えるためのツールから学習の対象という位置づけに変化する。第二次世界大戦後の日本では、再びEMIが脚光を浴びたが、日本中に広まったのは、1990年代になってからのことだった。この頃のEMIは、大学内での留学生数の増員と多様化を実現し、海外の協定校と均衡を保つための取り組みでもあった。21世紀に入ると、優秀な留学生へのアピールだけでなくグローバル人材育成戦略の一環として国内の学生の需要に応えるという二つの役割を果たすことになる。急成長しつつあるEMIではあるが、実施している機関はいまだ限定的で、EMIの授業を受けている学生は国内大学の約40％にしか満たない。
In Japan, as in much of the world, English-medium instruction
(EMI) is part of an effort to inter... more In Japan, as in much of the world, English-medium instruction (EMI) is part of an effort to internationalize the higher education sector, attract international students, and foster global competencies among students. It is receiving significant government investment and attention, and consequently assuming, perhaps not a central, but a meaningful role in higher education. However, the growth of EMI has not been without challenges and these are not unique to current internationalization efforts. It may be that we are seeing the most recent manifestation of longstanding structural issues in the Japanese higher education sector. When information technology (IT) was promoted in education in the 1990s, bureaucratic procedures, lack of technical support, and resistance to emerging pedagogies were found to be impediments to effective implementation. For anyone involved in current EMI implementation, these obstacles ring familiar. The parallels are striking and, by looking at the example of IT, we may catch a glimpse of where EMI is heading and learn where structural changes could be made.
Brown, H. (2016). Current trends in English-medium instruction at universities in Japan. OnCue J... more Brown, H. (2016). Current trends in English-medium instruction at universities in Japan. OnCue Journal, 10(1) 3-20.
English-medium Instruction (EMI) of academic subjects is expanding rapidly at universities in Japan without a clear nationwide picture of the context. This study paints such a picture with findings from a nationwide survey of 258 universities with undergraduate EMI programs (response rate 46%, n=118). The survey results cover the scope, scale and organization of EMI programs as well as showing which fields are most often taught in English. Results also reveal some challenges to EMI implementation relating to both faculty and students. 日本の大学において、専門課程の英語による教育（EMI）が急速に広がりつつあるが、全国的な現状の輪郭は明確に描かれていない。本研究は、EMIによる学位プログラムを提供する日本の大学258校を対象に実施した全国的調査によって明らかになった現状を報告する(回答率46%, n=118)。調査結果は、英語による教育が最も多く提供されている分野を示すだけでなく、EMIプログラムの範囲、規模、組織についても取り上げる。また、教員および学生双方のEMI導入に対する課題を明らかにする。
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clement... more Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT.
Around the world, the role of English in higher education is changing. Rather than just an object of study, English is now often the language of instruction. In Japan, universities are currently adopting content and language integrated learning (CLIL) and English-medium instruction (EMI), alongside longstanding content-based instruction (CBI) approaches, to convey academic content in English. However, a shared understanding of the goals and outcomes of these approaches has yet to emerge. We argue that key distinctions are based on the relative positions of language and content in learning objectives and assessment. In CBI, content is a vehicle for language learning: The goal is language learning and students are assessed on language performance. In EMI, learning outcomes are tied directly to the content: Language learning is neither planned for nor assessed. Between these extremes, CLIL is an integrated approach with varying degrees of focus on language and content learning.
English-medium instruction (EMI) of content courses is a growing trend in higher education in Jap... more English-medium instruction (EMI) of content courses is a growing trend in higher education in Japan. As of 2013, over 1/3 of Japanese universities offered EMI courses, mainly in humanities and social sciences, and this number has been steadily growing over the past 15 years. The timing of the growth in EMI can be tied to shifts in how internationalization is viewed among higher-education stakeholders, administrative and structural changes at universities, changes in the relationship between universities and the government, and the rising importance of university ranking tables. Underlying rationales for EMI implementation can be understood in terms of wider global trends towards greater internationalization, and the massification of higher education in Japan. Other oft cited rationales for EMI implementation, financial incentives or the inward looking tendencies of Japanese youth, do not appear to be significant drivers.
Brown, H. (2017). Why and why now? Understanding the rapid rise of English-medium instruction in higher education in Japan. Journal of International Studies and Regional Development, 8 1-16
As Japan internationalizes its higher education sector, over 1/3 of Japanese universities offer u... more As Japan internationalizes its higher education sector, over 1/3 of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium Instruction (EMI) programs are taught by Japanese faculty, primarily for domestic students. While the classroom language is English, implying some adoption of western pedagogy, the classroom culture remains rooted in Japanese academic norms and practices. Thus, blended norms and practices emerge, creating new needs and challenges for both students and faculty. After a review of the context of EMI in Japan, this paper discusses the development of one undergraduate EMI social sciences program. The focus is on the need for integration of content and language classes and the value of collaboration between content and language faculty. The paper traces the relationship of the English for Academic Purposes (EAP) and EMI programs from a relatively simple cross-disciplinary sharing of information to a more challenging interdisciplinary collaboration. Initially, EAP faculty investigated content faculty's goals, expectations for performance and descriptions of classroom work in order to inform EAP program decision making. As the program developed, the power of interdisciplinary collaboration became a key feature of its design, and faculty members have collaborated successfully in curriculum design, program planning and management, training and professional development, and team-teaching.
English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all un... more English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all universities currently offering some undergraduate EMI. These programs are developing in response to both national-level drives to internationalize higher education and local contextual factors motivating individual universities. This exploratory study seeks to identify local factors in the university community which facilitate or hinder the implementation and development of EMI programs. Results are based on documentary evidence and interview data collected at eight universities. A total of 15 stakeholders from eight undergraduate EMI programs shared their experiences and insights in semi-structured interviews. Findings indicate that implementation and development of EMI programs are influenced by a set of eight overlapping factors: questions of status and position; issues of territoriality; the overall health of the institution; the pace of change; external validation; issues connected to staffing; available support structures; and communication issues. These factors have implications for curriculum design and implementation and may provide an initial roadmap for program planning.
Over one-third of Japanese universities offer undergraduate content classes taught in English. Th... more Over one-third of Japanese universities offer undergraduate content classes taught in English. These classes are often designed for domestic students and serve less than 10% of the student body in most cases. Generally, these classes do not form full-degree programs taught in English; rather, most English-medium Instruction (EMI) programs are a part of students’ mainly Japanese-medium degree. For language teaching and teachers, EMI seems to have implications in four areas. First, language teachers may have new roles as language programs implement EMI classes. Also, due to EMI, domestic learners' engage with English differently, implying changing needs for language students. In addition, growing EMI also implies both more need and potential for communication between language and content faculty. Finally, the rising popularity of EMI in higher education may lead to positive washback on language teaching in secondary schools.
This study has shown how stakeholders of a new Self Access Learning Center (SALC) co-construct vi... more This study has shown how stakeholders of a new Self Access Learning Center (SALC) co-construct views about the center's development though conversational narratives. Conversational narratives are a means in this study to provide important insights into SALC's growth and also represent sites of valuable social practice to strengthen collegiality among its participants. This dialogic process illustrates a diversity of perspectives which have emerged over the first year in its growth, and which inform the center's management on metaphors of self access, language policy, its integration with university curricula, and how it and its staff are positioned in the organization. As part of a larger ethnographic study into the center, these unscripted, free-form dialogues are valued because they mirror the flat hierarchical structure which the center aims to support in its community of practice to legitimize its participants' voices.
This study has traced the growth of a new facility intended to promote independent language study... more This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its development. It has revealed how key qualitative insights from an archive of semi-structured interviews, conversational narratives and questionnaires with students, teachers, center staff and university management are marked by their shifting and diverse nature. Findings related to language policy for the center show how initial ‘English only’ regulations have been opposed and amended by stakeholders. Findings focusing on the center stakeholders’ metaphors of self access language learning have changed or been supplemented and show great diversity. Importantly, SALC’s positioning in the wider university has experienced problems with diverse evaluation expectations and, despite considerable financial backing, remains marginalized. Finally, SALC’s integration with university curricula has seen mixed results; the center is connected closely to the English curriculum as taught by non-Japanese, but not to curricula taught by Japanese teachers of English or content subjects. This indicates that integration of university-wide curricula with autonomous modes of learning remains a hurdle. This study may inform other centers seeking to gather data on the diverse voices impacting upon their development.
English Language Teaching World Online (ELTWO), Apr 2015
CLIL is relatively new in Japan but growing in popularity, particularly in English language-learn... more CLIL is relatively new in Japan but growing in popularity, particularly in English language-learning contexts. Recent government figures show that as many as one third of all universities offer classes that may be considered CLIL. CLIL is being adopted both by individual teachers and in department or campus-wide programs. Teachers and administrators may adopt CLIL based on an understanding of its benefits, including the efficiency and effectiveness of its dual focus and the complementary relationship between language and content classes which develops in CLIL contexts. However, in contexts where students have an individual choice to study in a CLIL class, they are unlikely to be aware of the full range of research into these advantages. What then are their choices based on? This qualitative study of a university-level CLIL program in Japan seeks to identify factors involved in students’ choice of CLIL classes. Results from semi-structured interviews with students indicate that when they choose CLIL classes over traditional language classes, they do so with some understanding of the advantages of CLIL, based on their previous learning experiences. Participants cite the dual focus of CLIL classes and the authenticity of purpose which they can provide. The sense of challenge was also noted as setting CLIL apart from more traditional language classes. Students acknowledged that CLIL classes were demanding but chose to join a CLIL class in order to challenge themselves. A final deciding factor seemed to be intellectual curiosity about the content of the CLIL classes. Other factors associated with class choice in general were also revealed including scheduling issues and the reputation of, or a prior relationship with, the teacher. Surprisingly for a Japanese context, the influence of peers and senior students was not seen as a major deciding factor in the choice of CLIL classes.
English-medium instruction (EMI) of content classes at Japanese universities is growing; approxim... more English-medium instruction (EMI) of content classes at Japanese universities is growing; approximately 1/4 of universities offer undergraduate EMI classes, often in the humanities and social sciences. However, with individual programs developing to suit local needs and contexts, there is no overall picture of EMI and no clear sense of the direction this trend is taking. This paper reports initial results from a study attempting to develop just such a picture. A review of published documents and interviews with program stakeholders show that EMI programs take on a variety of forms. Some universities offer ad hoc collections of classes, with individual teachers deciding to teach in English. Others provide full degree-granting programs designed to attract high quality Japanese and international students. A tentative typology of undergraduate EMI in Japan can now be proposed, outlining the size and structure of programs as well as faculty and student body make up.
英語を使った専門科目教育 (EMI)を提供する日本の大学数は、増加してきている。現在、およそ200の大学(全大学数の約1/4に相当)が学部レベルで、ほとんどの場合は、人文学や社会科学分野のEMIプログラムを提供している。しかしながら、それぞれのEMIプログラムは、大学をとりまく状況やニーズに対応するため、独自の成長をしてきている。そのため、EMIの普及に関する全体像は把握されておらず、今後の方向性も明らかではない。この研究は、その全貌を明らかにするための初めての取組みである。一般に公表されている文書の考察やEMIプログラム関係者へのインタビュー結果から、日本のEMIプログラムは多岐にわたっており、その場しのぎ的に設置されているEMIクラスもあれば、国内、海外を問わず優秀な学生を募集することを目的に、すべて英語で授業が行われる学位課程のEMIプログラムとして設置している場合もあることがわかった。暫定的ではあるが、日本における学部レベルのEMI類型論を体系づけし、プログラムの規模や構造、また教員や学生の構成状況の概説を可能にした。
Japanese universities are currently undergoing a dramatic shift towards greater internationalizat... more Japanese universities are currently undergoing a dramatic shift towards greater internationalization with student mobility, cross-border collaboration, and internationalization-at-home initiatives being prioritized at the national and institutional levels. While this intensified focus on internationalization is recent, the implementation process being followed has been seen before. Looking at an historical precedent may help stakeholders involved in current innovations see a larger picture and understand how innovations are adopted. This presentation traces the adoption of information technology (IT) in Japanese higher education in the 1990s and shows how current internationalization efforts are following a similar trajectory. Early IT initiatives were largely volunteer-based and faculty-led, with only limited support from non-specialist administrators. Competitive grants funded initial large-scale implementation, with most resources going to elite universities. Less prestigious universities adopted IT later, without a clear mandate or nation-wide strategy. In many cases, implementation was driven by numerical targets, rather than performance-based goals. IT was seen as an addition: a layer added to existing administrative and curricular structures, rather than as an impetus for deep structural change. Implementation was also characterised by a lack of support for end users, faculty and students, and a lack of consideration of long-term effects. Stakeholders in current internationalization efforts may readily see somewhat discouraging parallels to the experience of IT implementation but there is cause for optimism. Despite problematic implementation, IT has evolved into a stable, integral part of higher education over the past 20 years. In the future, the same could be said of the internationalization of higher education.
Approximately one-third of Japanese universities offer undergraduate content classes taught in En... more Approximately one-third of Japanese universities offer undergraduate content classes taught in English. These are largely designed for domestic students, mostly serving less than 10% of the student body. Generally, these are not full-degree programs; rather, English-medium Instruction (EMI) classes are a part of students’ mainly Japanese-medium degree program. EMI is more often an ad hoc collection of classes than an integrated program, though there is a trend towards larger, more codified programs. For language teaching, the growth of EMI seems to have implications in four areas. First, language teachers may have new roles as language programs implement EMI classes. Also, due to EMI, domestic learners' engage with English differently, implying changing needs for language students. Growing EMI also implies more need for communication between language and content faculty. Finally, the growing popularity of EMI in higher education may lead to positive washback on language teaching in secondary schools.
As Japan moves towards internationalization of higher education, approximately 30% of Japanese un... more As Japan moves towards internationalization of higher education, approximately 30% of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium instruction (EMI) programs are taught by Japanese faculty, primarily for domestic students. So while the classroom language is English, implying adoption of some western patterns of teaching and learning, the classroom culture remains rooted in Japanese academic norms. Thus, a blended academic culture, what Whitchurch (2008) calls an academic third space, is emerging, creating new needs for students and new challenges for faculty. This presentation begins by reviewing the context of EMI in Japan and then discusses the development of one undergraduate social sciences program. The focus is on the need for integration of content and language classes and the value of collaboration between content and language faculty.
At the outset of the EMI program, EAP faculty anticipated and investigated potential new needs. Examining content faculty's stated goals, expectations for performance and descriptions of classroom work, four main implications for practice in pre-sessional EAP emerged: longer-term focus on a single topic; more one-on-one interaction with students; a larger role for the students' L1; and greater focus on academic skills rather than language proficiency. These findings, along with data on student perceptions of CLIL and analysis of L1/L2 citations in written reports, became the core of a project undertaken to adapt the EAP program. The goal was to develop innovative approaches to EAP in light of the EMI program and the developing blended academic culture. Innovations included: a role for translanguaging and plurilingual goals; the use of CLIL as to bridge language and content classes; and the power of collaboration and integration between content and language teachers. Content and language faculty have collaborated successfully in: curriculum design; program planning and management; training and professional development; and team-teaching.
The number of institutions offering English-medium instruction of content classes (EMI) is growin... more The number of institutions offering English-medium instruction of content classes (EMI) is growing in Japan. Along with high profile programs at elite universities, innovations in EMI are developing across the country. According to government sources, at least 194 universities currently offer some undergraduate EMI courses, often in humanities and social sciences. However, individual EMI programs are developing to suit local needs and contexts. Some are fully-developed, degree-granting programs while others have much less coherence. Currently there is no overall picture of the growth of EMI and no clear indication of what the future implications for Japanese higher education might be. This presentation focuses on the initial results of a study attempting to develop just such a picture. Based on a review of published documents, interviews with EMI program stakeholders and a survey sent to all universities known to offer EMI, results show that EMI programs in Japan exist along a continuum from ad hoc collections of EMI classes scattered across faculties, based on individual teachers' decisions to teach in English, to entire campuses running in English. A tentative typology of undergraduate EMI in Japan can now be proposed to outline the motivations, goals, makeup and pedagogies of programs. This allows a discussion of possible implications of this new trend to proceed on a solid foundation: a real understanding of the current state of EMI in Japan.
"The number of institutions offering English-medium content classes is growing in Japan. Accordin... more "The number of institutions offering English-medium content classes is growing in Japan. According to MEXT, as of 2006 at least 194 universities offer some undergraduate EMI courses, often in humanities and social sciences. However, individual EMI programs are developing to suit local needs and contexts. Currently there is no overall picture of the growth of EMI and no clear indication of how this new context for English use will influence language teaching in Japan. This presentation focuses on the initial results of a study attempting to develop just such a picture. Reviewing published documents of all schools offering EMI and conducting interviews with EMI program stakeholders at 8 universities, we found that EMI programs in Japan exist along a continuum from loose collections of EMI classes scattered across faculties, based on individual teachers' decisions to teach in English, to fully developed degree-granting programs designed to attract the best and brightest of both Japanese and international students. The presenters have formulated a tentative typology, outlining the motivations, goals, makeup and pedagogies of representative archetype EMI programs: A few classes across the curriculum, Semi-structured department-level classes, Integrated departmental program, Extra-departmental +α program, One (or more) degree programs taught in English, Whole campus run in English. The presentation ends with an overview of future directions for research and a discussion of possible implications of this growing trend for language teaching, especially within EAP.
"Content and Language Integrated Learning (CLIL) is growing in popularity around the world. It is... more "Content and Language Integrated Learning (CLIL) is growing in popularity around the world. It is being adopted
both by individual teachers in isolated classes and in regional or nationwide programs. Teachers and administrators
adopt CLIL based on an understanding of its benefits including the efficiency and effectiveness for learning of its
dual focus and the complementary rather than competitive relationship between language and content classes
which develops in CLIL contexts. However, in contexts where students have an individual choice to study in a CLIL
class, students are unlikely to be aware of the breadth of research results on advantages of CLIL. What then drives
their decision to join a CLIL class? In cases where students choose between CLIL and content classes delivered in
their L1, the choice is often linked to future professional advantage associated with fluency in the L2. In cases
where students choose between CLIL and more traditional language classes the reasons for the choice are less
clear. Initial qualitative studies of a university-level CLIL program in Japan indicate that when students chose CLIL
classes over straightforward language classes, they are doing so with some understanding of the advantages of
CLIL but are also basing their decision on other factors including their relationship with the teacher, the perceived
level of difficulty of the CLIL class, and their interest in the content covered in class.
This study focuses on learner reactions to a discussion project based on student generated materi... more This study focuses on learner reactions to a discussion project based on student generated material (SGM). SGM is linked to authenticity, sense of connection to the contents and responsibility for and investment in learning (Hudd, 2003). SGM motivates learners and leads to positive outcomes through both the creation and use of the contents. But how do learners feel about creating SGM to be used by others? This study looks at the reaction of Japanese university students to an SGM project. Students worked in groups to create a discussion and decision making scenario for classmates to use. The presentation will outline the process used and profile some examples of the students' work. Surveys conducted following the project show some interesting trends in the students' reactions to the project. On the whole, students have very strong positive feelings about using materials created by other students. They show interest and engagement and report improved learning outcomes. They also request more opportunities to work with materials created by other students. However, they feel less positively about actually creating such materials. They cite difficulty in finding an appropriate topic and writing clear context and instructions. The pattern is somewhat sensitive to language ability with lower proficiency students showing a stronger preference for using others' materials rather than creating materials for others to use. The presentation ends with discussion of implications for improvements in future SGM projects.
Hudd, S. (2003). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology, 31(2), 195-202.
Use of student-generated material (SGM) can be an integral part of building a classroom community... more Use of student-generated material (SGM) can be an integral part of building a classroom community of learning as it forges bonds between students. It has been linked to authenticity, sense of connection to the contents and responsibility for and investment in one's own learning (Hudd, 2003). This presentation will explore the creation, use and subsequent evaluations of SGM for discussion and decision-making tasks in oral communication lessons. Initial results indicate positive feelings of interest and engagement towards using SGM created by others, but less enthusiasm about actually creating materials. Some interesting level dependant trends are also apparent with lower level students being less enthusiastic about creating materials for other's to use. The implications of these findings on student motivation and class dynamics will be explored and examples of students’ work will be shared. Practical implications for possible improvements in future SGM projects will also be considered.
Hudd, S. (2003). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology, 31(2), 195-202.
In EFL classes around the world, critical thinking is becoming more of a central theme and it is ... more In EFL classes around the world, critical thinking is becoming more of a central theme and it is a goal of many language programs. This is especially true in the popular field of global issues. A quick survey of any major publisher’s catalogue will show a number of titles dedicated to developing English skills while learning about global issues. These books promote the idea of becoming a critical thinker, which is seen as both a goal and a necessary element of global issues courses. This paper examines the use of literature circles to help students develop
critical thinking abilities by bringing literature into the global issues curriculum. Using literature in content based instruction classes can personalize remote issues and help make students more aware of their own attitudes. The process of analysis used in literature circles helps develop the analytical skills and self-evaluative stance needed to develop critical thinking
多くの教師が、多読学習は、読むスピード、単語力、理解力をアップすることができるTOEICテスト対策には、大変有効な勉強方法であるとする一方、多くの学生は、TOEICに直接関係ないものとして多読学... more 多くの教師が、多読学習は、読むスピード、単語力、理解力をアップすることができるTOEICテスト対策には、大変有効な勉強方法であるとする一方、多くの学生は、TOEICに直接関係ないものとして多読学習を拒む傾向がある。 この研究は、生徒が多読学習のおかげで、読むスピードや理解力がアップしたことを認めつつも、TOEICスコアアップが多読学習の結果であるとは認識していないことを示している。
"In one language school, learners who participated in TOEIC preparation courses that relied on the traditional discreet point analysis style were thought to have four main problems: a lack of fit between classroom materials and actual TOEIC tests, a lack of focus on meaning, low tolerance for ambiguity, and insufficient reading speed. Discreet point analysis preparation appeared ineffective. A literature review shows several different alternative approaches in the past which had contradictory or inconclusive results. This study, focused on graded reading for TOEIC preparation, has found that it can be very effective if the learners are convinced of its value. In the study, learners initially
discounted the value of graded reading. Even though learners felt the reading was improving their reading speed and fluency, they did not see a connection to TOEIC success. Learners’ valuations of the reading program improved significantly after a mock TOEIC test was administered.
Language classes are often isolated from the mainstream curriculum. The content, methods and goal... more Language classes are often isolated from the mainstream curriculum. The content, methods and goals of a university EFL program can often be very different from the mainstream classes the students take. However, there are many benefits from coordinating the two curricula. By changing the content and topics of the EFL classes to line up with mainstream class topics, teachers can give students a deeper learning experience. Students tend to learn both the language and the content more fully. This presentation outlines some techniques that can be used to coordinate EFL and mainstream curricula.
Due to differences in the syllable systems of Japanese and English, Japanese EFL learners often e... more Due to differences in the syllable systems of Japanese and English, Japanese EFL learners often exhibit a distinctive
accent due to epenthesis, the addition of vowel sounds creating extra syllables, in English words. With its focus on the number
of syllables used, formal haiku is a potential resource for consciousness raising activities aimed at reducing this accent.
In this study video clips of student discourse were analyzed in order to determine the effect that studying and writing original haiku has on the number of extra syllables in unplanned speech.
Post test videos show a statistically significant reduction in the rate of words pronounced with extra syllables (errors per 10 words spoken)
This presentation shows the growth of a Self Access Learning Center (SALC) at a new university in... more This presentation shows the growth of a Self Access Learning Center (SALC) at a new university in Japan. In this on-going study, the voices of stakeholders in its creation, growth and maintenance are given space for expression through committee meetings, student feedback from questionnaires, and continuous “conversational narratives” (Ochs & Capps, 2001). This triangulation of data from both quantitative and qualitative analyses is represented in this presentation in the form of a narrated dialogue between teachers, students, SALC committees members and SALC staff (Learning Mentors). This presentation format attempts to replicate the progression of discussions from the center’s inception through its growth in order emphasize how a healthy “community of practice” (Lave & Wenger, 1991) can operate effectively through legitimization of teacher, student and part-time staff voices.
English classes in Japan are often taught through the medium of Japanese. This sends the message ... more English classes in Japan are often taught through the medium of Japanese. This sends the message that English is a subject of study rather than a means of communication. A great deal of recent research and pedagogical work has gone into encouraging more classroom English use by Japanese Teachers of English in order to provide positive role models of language use to students. Along with this, other content area faculty members can become role models for students’ English success. Results of this study indicate that viewing videos of non-English specialist faculty members using English has a strongly positive effect on students’ motivation, confidence and sense of connection to English.
The work of Murphey (2000) and others on near peer role models (NPRM) has focused on the motivati... more The work of Murphey (2000) and others on near peer role models (NPRM) has focused on the motivational power of classmates and others close to learners. It harnesses the so called senpai-effect to give learners a model of language use which is inside their zone of proximal development. This presentation argues that the meaning of near in NPRM can be expanded to include members of the learners’ academic community i.e.-faculty members. There is a strong foundation in LI education of the strength of faculty role models based on ethnic and gender lines. In the Japanese context, Non-ELT Japanese faculty members who speak English have a strong potential to be role models for their students’ language learning. Students should be exposed to confident L2 speakers from their own community. Results from a guest speaker program and a video based materials development project show strong indications of positive changes in attitudes towards English specifically, and language learning in general.
This presentation looks at the growth of a Self-Access Learning Center (SALC) over its first year... more This presentation looks at the growth of a Self-Access Learning Center (SALC) over its first year of operation in a university in Japan. It views this growth chronologically through a “conversational dialogue” (Ochs & Capps, 2001) between presenters. From a triangulation of student questionnaires, reflective diaries, analysis of student files and materials use, and interviews, findings show diverse views about self-access and the center within the university. Two practical outcomes follow from these results: first, the relationship between teachers and students is shifting as students adopt more autonomy; second, SALC’s “middle leaders” (Busher, 2005, p. 459) - its committee of teachers and center staff –now include various stakeholder voices in decision-making, as it raises awareness of student needs and institutional constraints and opportunities. Specifically, a growing understanding of “symbolic capital” (Bourdieu, 1988), learner autonomy, language policy and implementation, institutional positioning, and the development of an internal “community of practice” (Lave & Wenger, 1991) are essential elements in SALC’s growth. Implications for further research indicate that the study must be on-going and take account of the shifting metaphors concerning self-access in order for the center to remain an adaptive presence in university life.
This paper examines a year in the development of a Self Access Learning Center (SALC) at a small ... more This paper examines a year in the development of a Self Access Learning Center (SALC) at a small public university in Northern Japan. The SALC was established to support language learning as part of the institution's transition from a two-year junior college to a four-year university and as a recently-added part of the university community, its identity, position and role in the school are still evolving.
This paper seeks to document one critical aspect of that evolution. Looking back at the first year of SALC’s operation, the idea of metaphor has emerged as a key concept. Establishing and running SALC has been a clear instance of the importance of metaphors in academic decision making.
This presentation outlines findings from a case study aimed at re-envisioning the objectives of a... more This presentation outlines findings from a case study aimed at re-envisioning the objectives of an English for Academic Purposes (EAP) program in a new mid-sized Japanese university. EAP courses in Japan generally assume that students need English preparation to study in English speaking countries. However, increasingly Japanese schools are offering English medium content courses. While the medium of instruction for these classes is English, the context remains grounded in Japanese academic customs. In this study, students are prepared for English medium studies in two ways – through EAP classes and a Japanese medium Kiso Semi (Fundamental Seminar) and thereby potentially receive two messages about what it means to be a good student. This mismatch leads to students potentially being mis-prepared for content classes. To address this issue, this qualitative study examines the values and opinions of Japanese Kiso Semi teachers to better inform EAP decision making. Questionnaires and interviews with Kiso Semi teachers reveal interesting differences between their expectations and standard EAP course objectives. Differences were seen in concrete skills such as patterns of written work and at a more abstract level such as notions of the importance of intertextuality and multimodality. This presentation will highlight how the findings have been applied in EAP courses at this university and also look at wider implications for practice in terms of goal setting for EAP teachers whose students will be studying in English medium classes in Japan.
English-medium instruction (EMI) is a growing trend in higher education around the world. In Japa... more English-medium instruction (EMI) is a growing trend in higher education around the world. In Japan, EMI has recently expanded dramatically and over one-third of Japanese universities now have EMI programs serving both international and domestic students. Amid this rapid growth, much of the EMI development has been ad hoc or characterized by difficult implementation. EMI stakeholders face critical linguistic, cultural, administrative, and institutional challenges. This study explores good practice in EMI programs in Japan by presenting a longitudinal view of four newly implemented undergraduate EMI programs.
Findings indicate that the success of an EMI program depends on how stakeholders deal with issues related to program plarming and curriculum development. Effective communication among EMI stakeholders, and between program-level and university leaders, is a key factor in planning, as is the selection, recruiting, and support of faculty members. Stakeholders also need to be aware of the program's position in the university community and how program budgeting may influence its development. The curriculum must be designed based on a realistic understanding of students' incoming language proficiency and has to include effective means to measure and support that proficiency. EMI programs should also strive for internal coherence and meaningful connections to mainstream Japanese-medium programs.
English-medium instruction at universities in Japan is expanding rapidly with more universities o... more English-medium instruction at universities in Japan is expanding rapidly with more universities offering new programs and existing programs expanding. However, this development is occurring without a clear picture of the context of EMI in Japan as a whole. This study attempts to paint such a picture in order to give EMI stakeholders a solid foundation for discussions and decision making. Findings are based on a nationwide survey of 258 universities known to offer undergraduate EMI programs.
Results indicate that undergraduate EMI programs are relatively small, most serving less than 10% of the university's student body, though many are currently expanding. These programs largely focus on humanities and social sciences and many are unstructured or ad hoc; however, there seems to be a growing trend towards more structured programs. The number of undergraduate full-degree English-taught programs is small but growing, based on strong government support. The vast majority of EMI programs are elective components of a mainly Japanese-medium degree program. In addition, most EMI programs in Japan serve domestic students and the rationales for implementing the programs reflect that. A major concern at many universities offering EMI is the low English proficiency of domestic students; however, it seems little is being done to test or set benchmarks for language proficiency and coordination between EMI and language classes is lacking in most programs. EMI faculty members are largely Japanese and their qualifications, teaching skills, and support for EMI are seen as key factors in the success of programs. Although they are identified as key stakeholders in the majority of EMI programs, training and professional development for them are lacking in most cases.
There is a great deal of variety in how EMI is being implemented at universities in Japan. However, neither the type of university (private, national or public) nor the size of university seems to be a reliable predictor of how a university chooses to approach EMI.
English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all un... more English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all universities currently offering some undergraduate EMI. These programs are developing in response to both national-level drives to internationalize higher education and local contextual factors motivating individual universities. This exploratory study seeks to identify local factors in the university community which facilitate or hinder the implementation and development of EMI programs. Results are based on documentary evidence and interview data collected at eight universities. A total of 15 stakeholders from eight undergraduate EMI programs shared their experiences and insights in semi-structured interviews. Findings indicate that implementation and development of EMI programs are influenced by a set of eight overlapping factors: questions of status and position; issues of territoriality; the overall financial health of the institution; the pace of change; external validation; issues connected to staffing; available support structures; and communication issues. In terms of the initial decision to implement EMI, the overall position of the program in the university and the status of faculty and other stakeholders are important issues, as are issues of territoriality and protection of perceived turf, the overall position and financial health of the institution and the value of external validation. Following initial implementation other factors become important in the successful development of EMI programs including: a slow pace of change and innovation; issues connected to the appropriate qualifications and employment conditions of faculty; the availability of support structures for students; and effective communication.
JALT 42nd Annual International Conference on Language Teaching and Learning, 2016
Classes have a dual focus, on both content and language learning • Intended outcomes are language... more Classes have a dual focus, on both content and language learning • Intended outcomes are language / performance and content oriented • Students are assessed on language and content learning outcomes • CLIL courses often taught by language teachers (Britain, Japan, South America) or content-specialist teachers (Europe) • Also known as Integrating Content and Language in Higher Education (ICLHE) or Integrating Content and Language (ICL)
Contemporary Perspectives on English as a Medium of Instruction, 2024
English-medium instruction (EMI) has become an important feature of higher education in Japan, dr... more English-medium instruction (EMI) has become an important feature of higher education in Japan, driven in part by encouragement and tangible support from the government. However, the implementation of EMI has been criticized for a lack of integration and diffusion, leading to concerns about its long-term sustainability as funding for programs comes to an end. Drawing on Levine’s (1980) notions of profitability and compatibility in educational innovation, we argue that EMI does not need to diffuse throughout higher education. EMI programs represent sustainable enclaves of internationalization that are profitable for universities and compatible with the goals of both individual institutions and the higher education sector as a whole.
English-Medium Instruction in Japanese Higher Education provides a touchstone for higher educatio... more English-Medium Instruction in Japanese Higher Education provides a touchstone for higher education practitioners, researchers and policymakers. It enables readers to more clearly understand why policies concerning English-medium instruction (EMI) are in place in Japan, how EMI is being implemented, what challenges are being addressed and what the impacts of EMI may be. The volume situates EMI within Japan's current policy context and examines the experiences of its stakeholders. The chapters are written by scholars and practitioners who have direct involvement with EMI in Japanese higher education. They look at EMI from perspectives that include policy planning, program design, marketing and classroom practice.
This book examines English-medium instruction (EMI) in Japanese higher education, locating EMI wi... more This book examines English-medium instruction (EMI) in Japanese higher education, locating EMI within Japan’s current policy context and examining the experiences of its stakeholders. The chapters are written by scholars and practitioners who have direct involvement with EMI in Japanese higher education. They look at EMI from the perspectives of policy planning, program design, marketing, and classroom practice. This volume provides a touchstone for higher education practitioners and policy makers, enabling them to more clearly understand why EMI policies are in place, how EMI is being enacted, what challenges are being addressed, and what the impacts of EMI may be.
This volume will provide a touchstone for higher education practitioners, enabling them to more clearly understand why EMI policies are in place, which challenges exist and what the impacts may be. It is expected that the curricula contexts section will be of particular value to those new to EMI program design and implementation. However, the book will also benefit those with more EMI experience, and those researching higher education internationalization by providing an in-depth examination of the under-examined Japanese situation.
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Papers by Howard Brown
As English-medium instruction (EMI) programs at universities in Japan have grown and developed over the past 20 years, the approach to recruiting faculty members to teach classes in English has evolved. This project investigates that evolution, drawing on data covering more than 165,000 jobs advertised on the JREC-IN Portal since 2002. The data shows yearly growth in the number of jobs posted requiring the ability to teach specialized content classes in English, reflecting the growth in the number and scope of EMI programs. A comparison of the EMI-related and mainstream job posts in the data also reveals differing trends in the number of positions advertised by private, public, and national universities, as well as differing trends in different disciplinary areas. The changing prevalence of full-time (tenured), part-time, and term-limited positions is also examined. These trends both reflect previous research on and offer new insights into the development of EMI programs in Japan.
過去20年間、日本の大学における英語による教育（EMI）プログラムが成長・発展するにつれて、英語で授業を行う教員の採用アプローチも変化してきた。本稿では、2002年から2021年までにJREC-INポータル上に掲載された165,000件以上の求人情報をデータセットとして利用し、その変化を調査した。その結果、英語による専門的な内容の授業を担当できることを条件とする求人が年々増加し、英語による教育が明らかに進展していることがわかった。また、私立大学、公立大学、国立大学それぞれにおける求人数や分野別の傾向、および常勤、非常勤、任期付きの各ポジションの求人比率の変化傾向についても明らかになった。これらの傾向は、日本におけるEMIプログラムの発展に関する先行研究や共通認識を網羅的に捉え直すと同時に、新たな知見を提供するものである。
from prospective course participants. Results of the needs analysis indicated that two goals should be prioritised for the training course: the ability to participate in discussions in meetings among faculty members, and the ability to communicate in interactions with administrative staff. Based on
these findings, original materials were created for the training course. The materials centered on cases for analysis and discussion, a list of terms and expressions commonly used in meetings, and scenarios for internal communication. After the training sessions, participants reported generally
positive evaluations: their understanding of meetings had improved, and their confidence in speaking Japanese had increased. However, they also suggested some points for improvements in the course, including the need for more formal practice. In addition, it was confirmed that it is necessary to develop teaching materials and a curriculum to focus more directly on interaction with university administrative staff.
role in higher education in Japan, there are ongoing concerns that
faculty members lack the support they need to effectively teach in
what may be their own or their students’ second language. In a
replication and localization of Macaro et al.’s 2020 multi-country
survey of EMI-related professional development (PD), this study
investigated the experience, needs, and preferences of faculty
members teaching in English in Japan. Results from 92 respondents
indicate that while professors acknowledge teaching in an EMI
context requires different competencies than either teaching in a
Japanese-medium setting or using English as a professional academic
language, fewer than half have participated in PD training.
Respondents are open to the idea of EMI-related PD but are only
moderately receptive to a potential scheme to certify their
competencies. Respondents’ perspectives differed depending on their
experience teaching in EMI, as well as their linguistic and
disciplinary background.
practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
Preservice training for secondary-school teachers in Japan has been criticized as inconsistent
and ineffective and is seen to have little influence on their teaching repertoire. Early career
teachers tend to be more strongly influenced by their experiences as students and their
observation of senior teachers. However, they lack training in how to effectively observe lessons.
In this study, we explored preservice teachers using classroom-observation rubrics while studying
abroad as a method to encourage them to observe other teachers’ lessons more effectively.
Results show that these preservice teachers noted aspects of their teacher’s classroom practice
including flexibility in the pace and flow of the lesson, techniques for classroom management,
and attention to students’ individual needs and progress. Results also indicate that the relatively
simple intervention, introducing a classroom-observation rubric and encouraging discussion
about it, was a catalyst for students to become reflective and critical observers of senior teachers’
classroom practice.
日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱
い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教
職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の
教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研
究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授
業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な
作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。
instruction programs. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion.
Tokyo: JALT.
English-medium instruction (EMI) is a growing trend in Japan, and one common challenge of EMI
implementation is providing adequate language-proficiency preparation for students, including
the development of general and academic vocabulary. This study used a corpus of approximately
500,000 words taken from reading texts used in EMI courses at one university in order to evaluate
the New General Service List (NGSL) and the New Academic Word List (NAWL) as study tools for
students in this university’s program. Results showed that the NGSL provided 87.7% coverage of
the corpus, a marked improvement over the original General Service List, which provided only
79.7% coverage. The NAWL performed less well, providing only an additional 3.0% coverage
beyond that of the NGSL alone. Also, a full 17.4% of NAWL words did not appear in the corpus.
This finding calls into question the value of the NAWL as a study tool for this program.
日本における英語による専門教育（EMI）は、増加傾向にある。EMIを実施する上で大学が取り組むべきことの一つは、学生
の語学力強化であって、中でも語彙力強化が重要である。本稿では、ある大学のEMIコースで使用しているリーディングテキ
ストから作成した約50万語のコーパスを使って、New General Service Lis（t NGSL）とNew Academic Word Lis（t NAWL）が当
該プログラムの学生にとって適切な学習ツールであるかを調査した。その結果、NGSLは、コーパスのカバー率が87.7％で、初
版のGeneral Service Listのカバー率79.7％から大きく改善されていることが分かった。NAWLの結果は、3.0％の上昇に留まっ
た。また、NAWL単語の17.4％はコーパスに出現しなかった。このことから、当該プログラムに対するNAWLの活用価値への疑
念が生じた。
日本では、英語による教育（EMI）への人気が高まりつつあるが、この人気は突然振って湧いたようなものではない。本論では、日本におけるEMIの歴史を調査し、現在の状況への手がかりを提供する。明治時代に日本の高等教育の先駆けともなった学校が次々と設立され始めると、EMIが一般的となり、大学の授業は外国人教員が担当するのが通例となった。しかし、19世紀末までには、英語は教えるためのツールから学習の対象という位置づけに変化する。第二次世界大戦後の日本では、再びEMIが脚光を浴びたが、日本中に広まったのは、1990年代になってからのことだった。この頃のEMIは、大学内での留学生数の増員と多様化を実現し、海外の協定校と均衡を保つための取り組みでもあった。21世紀に入ると、優秀な留学生へのアピールだけでなくグローバル人材育成戦略の一環として国内の学生の需要に応えるという二つの役割を果たすことになる。急成長しつつあるEMIではあるが、実施している機関はいまだ限定的で、EMIの授業を受けている学生は国内大学の約40％にしか満たない。
(EMI) is part of an effort to internationalize the
higher education sector, attract international students, and
foster global competencies among students. It is receiving
significant government investment and attention, and consequently
assuming, perhaps not a central, but a meaningful
role in higher education. However, the growth of EMI
has not been without challenges and these are not unique
to current internationalization efforts. It may be that we are
seeing the most recent manifestation of longstanding structural
issues in the Japanese higher education sector. When
information technology (IT) was promoted in education in
the 1990s, bureaucratic procedures, lack of technical support,
and resistance to emerging pedagogies were found to
be impediments to effective implementation. For anyone
involved in current EMI implementation, these obstacles
ring familiar. The parallels are striking and, by looking at
the example of IT, we may catch a glimpse of where EMI is
heading and learn where structural changes could be made.
English-medium Instruction (EMI) of academic subjects is expanding rapidly at universities in Japan without a clear nationwide picture of the context. This study paints such a picture with findings from a nationwide survey of 258 universities with undergraduate EMI programs (response rate 46%, n=118). The survey results cover the scope, scale and organization of EMI programs as well as showing which fields are most often taught in English. Results also reveal some challenges to EMI implementation relating to both faculty and students.
日本の大学において、専門課程の英語による教育（EMI）が急速に広がりつつあるが、全国的な現状の輪郭は明確に描かれていない。本研究は、EMIによる学位プログラムを提供する日本の大学258校を対象に実施した全国的調査によって明らかになった現状を報告する(回答率46%, n=118)。調査結果は、英語による教育が最も多く提供されている分野を示すだけでなく、EMIプログラムの範囲、規模、組織についても取り上げる。また、教員および学生双方のEMI導入に対する課題を明らかにする。
Around the world, the role of English in higher education is changing. Rather than just an object of study, English is now often the language of instruction. In Japan, universities are currently adopting content and language integrated learning (CLIL) and English-medium instruction (EMI), alongside longstanding content-based instruction (CBI) approaches, to convey academic content in English. However, a shared understanding of the goals and outcomes of these approaches has yet to emerge. We argue that key distinctions are based on the relative positions of language and content in learning objectives and assessment. In CBI, content is a vehicle for language learning: The goal is language learning and students are assessed on language performance. In EMI, learning outcomes are tied directly to the content: Language learning is neither planned for nor assessed. Between these extremes, CLIL is an integrated approach with varying degrees of focus on language and content learning.
世界各国の高等教育において、英語は、学習の対象から教授のための言語ツールへと変わりつつある。日本では長い間、
内容中心の教授法（CBI）が一般的だったが、最近になって大学では内容言語統合型学習（CLIL）や英語による教育（EMI）の採
用が進み、関係者の英語との関わり方も変化した。しかし、こうした新しい取組みの目的や成果に対する明確な共通認識はま
だない。本稿では、EMI、CLIL、CBIの特徴的な違いは学習の目的や評価における言語と内容の相対的な関係性によることを
主張する。CBIの目的は言語習得であって、学習する内容はそのための手段である。学生は、言語のパフォーマンスで評価され
る。一方、EMIの学習成果は、学習する内容と直結している。つまり、EMIの本来の目的は言語習得ではないので、言語のパフォ
ーマンスの評価もしない。CLILは、CBIとEMIの2つの異なる教育方法の中庸の教育法であって、言語学習と内容学習の占める
割合の違いはあっても、その両方の目的を併せ持っている。
Brown, H. (2017). Why and why now? Understanding the rapid rise of English-medium instruction in higher education in Japan. Journal of International Studies and Regional Development, 8 1-16
日本国内にある全大学の約3割の大学が英語による学部専門科目(EMI)を提供している。その多くは、主に日本人学生を対象とする、受講者数が全学生の１割未満の小規模なもので、通常、ほぼ日本語による学位取得プログラムの一部である。EMIの拡充により、言語教育にとっては、次の4つのエリアへの影響が示唆される。まず、言語プログラムがEMI授業を実施する場合、言語教員が新たな役割を担う可能性が推測される。また、日本人学習者は、これまでとは違う形で英語と関わるため、言語教育の内容を変更する必要性があるだろう。さらに、言語教員と専門科目教員との連携が今まで以上に必要になると思われる。最後に、高等教育においてEMI認知度の高まりが、中等教育における言語教育への積極的な波及効果となり得ることを示唆している。
英語を使った専門科目教育 (EMI)を提供する日本の大学数は、増加してきている。現在、およそ200の大学(全大学数の約1/4に相当)が学部レベルで、ほとんどの場合は、人文学や社会科学分野のEMIプログラムを提供している。しかしながら、それぞれのEMIプログラムは、大学をとりまく状況やニーズに対応するため、独自の成長をしてきている。そのため、EMIの普及に関する全体像は把握されておらず、今後の方向性も明らかではない。この研究は、その全貌を明らかにするための初めての取組みである。一般に公表されている文書の考察やEMIプログラム関係者へのインタビュー結果から、日本のEMIプログラムは多岐にわたっており、その場しのぎ的に設置されているEMIクラスもあれば、国内、海外を問わず優秀な学生を募集することを目的に、すべて英語で授業が行われる学位課程のEMIプログラムとして設置している場合もあることがわかった。暫定的ではあるが、日本における学部レベルのEMI類型論を体系づけし、プログラムの規模や構造、また教員や学生の構成状況の概説を可能にした。
As English-medium instruction (EMI) programs at universities in Japan have grown and developed over the past 20 years, the approach to recruiting faculty members to teach classes in English has evolved. This project investigates that evolution, drawing on data covering more than 165,000 jobs advertised on the JREC-IN Portal since 2002. The data shows yearly growth in the number of jobs posted requiring the ability to teach specialized content classes in English, reflecting the growth in the number and scope of EMI programs. A comparison of the EMI-related and mainstream job posts in the data also reveals differing trends in the number of positions advertised by private, public, and national universities, as well as differing trends in different disciplinary areas. The changing prevalence of full-time (tenured), part-time, and term-limited positions is also examined. These trends both reflect previous research on and offer new insights into the development of EMI programs in Japan.
過去20年間、日本の大学における英語による教育（EMI）プログラムが成長・発展するにつれて、英語で授業を行う教員の採用アプローチも変化してきた。本稿では、2002年から2021年までにJREC-INポータル上に掲載された165,000件以上の求人情報をデータセットとして利用し、その変化を調査した。その結果、英語による専門的な内容の授業を担当できることを条件とする求人が年々増加し、英語による教育が明らかに進展していることがわかった。また、私立大学、公立大学、国立大学それぞれにおける求人数や分野別の傾向、および常勤、非常勤、任期付きの各ポジションの求人比率の変化傾向についても明らかになった。これらの傾向は、日本におけるEMIプログラムの発展に関する先行研究や共通認識を網羅的に捉え直すと同時に、新たな知見を提供するものである。
from prospective course participants. Results of the needs analysis indicated that two goals should be prioritised for the training course: the ability to participate in discussions in meetings among faculty members, and the ability to communicate in interactions with administrative staff. Based on
these findings, original materials were created for the training course. The materials centered on cases for analysis and discussion, a list of terms and expressions commonly used in meetings, and scenarios for internal communication. After the training sessions, participants reported generally
positive evaluations: their understanding of meetings had improved, and their confidence in speaking Japanese had increased. However, they also suggested some points for improvements in the course, including the need for more formal practice. In addition, it was confirmed that it is necessary to develop teaching materials and a curriculum to focus more directly on interaction with university administrative staff.
role in higher education in Japan, there are ongoing concerns that
faculty members lack the support they need to effectively teach in
what may be their own or their students’ second language. In a
replication and localization of Macaro et al.’s 2020 multi-country
survey of EMI-related professional development (PD), this study
investigated the experience, needs, and preferences of faculty
members teaching in English in Japan. Results from 92 respondents
indicate that while professors acknowledge teaching in an EMI
context requires different competencies than either teaching in a
Japanese-medium setting or using English as a professional academic
language, fewer than half have participated in PD training.
Respondents are open to the idea of EMI-related PD but are only
moderately receptive to a potential scheme to certify their
competencies. Respondents’ perspectives differed depending on their
experience teaching in EMI, as well as their linguistic and
disciplinary background.
practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
Preservice training for secondary-school teachers in Japan has been criticized as inconsistent
and ineffective and is seen to have little influence on their teaching repertoire. Early career
teachers tend to be more strongly influenced by their experiences as students and their
observation of senior teachers. However, they lack training in how to effectively observe lessons.
In this study, we explored preservice teachers using classroom-observation rubrics while studying
abroad as a method to encourage them to observe other teachers’ lessons more effectively.
Results show that these preservice teachers noted aspects of their teacher’s classroom practice
including flexibility in the pace and flow of the lesson, techniques for classroom management,
and attention to students’ individual needs and progress. Results also indicate that the relatively
simple intervention, introducing a classroom-observation rubric and encouraging discussion
about it, was a catalyst for students to become reflective and critical observers of senior teachers’
classroom practice.
日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱
い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教
職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の
教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研
究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授
業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な
作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。
instruction programs. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion.
Tokyo: JALT.
English-medium instruction (EMI) is a growing trend in Japan, and one common challenge of EMI
implementation is providing adequate language-proficiency preparation for students, including
the development of general and academic vocabulary. This study used a corpus of approximately
500,000 words taken from reading texts used in EMI courses at one university in order to evaluate
the New General Service List (NGSL) and the New Academic Word List (NAWL) as study tools for
students in this university’s program. Results showed that the NGSL provided 87.7% coverage of
the corpus, a marked improvement over the original General Service List, which provided only
79.7% coverage. The NAWL performed less well, providing only an additional 3.0% coverage
beyond that of the NGSL alone. Also, a full 17.4% of NAWL words did not appear in the corpus.
This finding calls into question the value of the NAWL as a study tool for this program.
日本における英語による専門教育（EMI）は、増加傾向にある。EMIを実施する上で大学が取り組むべきことの一つは、学生
の語学力強化であって、中でも語彙力強化が重要である。本稿では、ある大学のEMIコースで使用しているリーディングテキ
ストから作成した約50万語のコーパスを使って、New General Service Lis（t NGSL）とNew Academic Word Lis（t NAWL）が当
該プログラムの学生にとって適切な学習ツールであるかを調査した。その結果、NGSLは、コーパスのカバー率が87.7％で、初
版のGeneral Service Listのカバー率79.7％から大きく改善されていることが分かった。NAWLの結果は、3.0％の上昇に留まっ
た。また、NAWL単語の17.4％はコーパスに出現しなかった。このことから、当該プログラムに対するNAWLの活用価値への疑
念が生じた。
日本では、英語による教育（EMI）への人気が高まりつつあるが、この人気は突然振って湧いたようなものではない。本論では、日本におけるEMIの歴史を調査し、現在の状況への手がかりを提供する。明治時代に日本の高等教育の先駆けともなった学校が次々と設立され始めると、EMIが一般的となり、大学の授業は外国人教員が担当するのが通例となった。しかし、19世紀末までには、英語は教えるためのツールから学習の対象という位置づけに変化する。第二次世界大戦後の日本では、再びEMIが脚光を浴びたが、日本中に広まったのは、1990年代になってからのことだった。この頃のEMIは、大学内での留学生数の増員と多様化を実現し、海外の協定校と均衡を保つための取り組みでもあった。21世紀に入ると、優秀な留学生へのアピールだけでなくグローバル人材育成戦略の一環として国内の学生の需要に応えるという二つの役割を果たすことになる。急成長しつつあるEMIではあるが、実施している機関はいまだ限定的で、EMIの授業を受けている学生は国内大学の約40％にしか満たない。
(EMI) is part of an effort to internationalize the
higher education sector, attract international students, and
foster global competencies among students. It is receiving
significant government investment and attention, and consequently
assuming, perhaps not a central, but a meaningful
role in higher education. However, the growth of EMI
has not been without challenges and these are not unique
to current internationalization efforts. It may be that we are
seeing the most recent manifestation of longstanding structural
issues in the Japanese higher education sector. When
information technology (IT) was promoted in education in
the 1990s, bureaucratic procedures, lack of technical support,
and resistance to emerging pedagogies were found to
be impediments to effective implementation. For anyone
involved in current EMI implementation, these obstacles
ring familiar. The parallels are striking and, by looking at
the example of IT, we may catch a glimpse of where EMI is
heading and learn where structural changes could be made.
English-medium Instruction (EMI) of academic subjects is expanding rapidly at universities in Japan without a clear nationwide picture of the context. This study paints such a picture with findings from a nationwide survey of 258 universities with undergraduate EMI programs (response rate 46%, n=118). The survey results cover the scope, scale and organization of EMI programs as well as showing which fields are most often taught in English. Results also reveal some challenges to EMI implementation relating to both faculty and students.
日本の大学において、専門課程の英語による教育（EMI）が急速に広がりつつあるが、全国的な現状の輪郭は明確に描かれていない。本研究は、EMIによる学位プログラムを提供する日本の大学258校を対象に実施した全国的調査によって明らかになった現状を報告する(回答率46%, n=118)。調査結果は、英語による教育が最も多く提供されている分野を示すだけでなく、EMIプログラムの範囲、規模、組織についても取り上げる。また、教員および学生双方のEMI導入に対する課題を明らかにする。
Around the world, the role of English in higher education is changing. Rather than just an object of study, English is now often the language of instruction. In Japan, universities are currently adopting content and language integrated learning (CLIL) and English-medium instruction (EMI), alongside longstanding content-based instruction (CBI) approaches, to convey academic content in English. However, a shared understanding of the goals and outcomes of these approaches has yet to emerge. We argue that key distinctions are based on the relative positions of language and content in learning objectives and assessment. In CBI, content is a vehicle for language learning: The goal is language learning and students are assessed on language performance. In EMI, learning outcomes are tied directly to the content: Language learning is neither planned for nor assessed. Between these extremes, CLIL is an integrated approach with varying degrees of focus on language and content learning.
世界各国の高等教育において、英語は、学習の対象から教授のための言語ツールへと変わりつつある。日本では長い間、
内容中心の教授法（CBI）が一般的だったが、最近になって大学では内容言語統合型学習（CLIL）や英語による教育（EMI）の採
用が進み、関係者の英語との関わり方も変化した。しかし、こうした新しい取組みの目的や成果に対する明確な共通認識はま
だない。本稿では、EMI、CLIL、CBIの特徴的な違いは学習の目的や評価における言語と内容の相対的な関係性によることを
主張する。CBIの目的は言語習得であって、学習する内容はそのための手段である。学生は、言語のパフォーマンスで評価され
る。一方、EMIの学習成果は、学習する内容と直結している。つまり、EMIの本来の目的は言語習得ではないので、言語のパフォ
ーマンスの評価もしない。CLILは、CBIとEMIの2つの異なる教育方法の中庸の教育法であって、言語学習と内容学習の占める
割合の違いはあっても、その両方の目的を併せ持っている。
Brown, H. (2017). Why and why now? Understanding the rapid rise of English-medium instruction in higher education in Japan. Journal of International Studies and Regional Development, 8 1-16
日本国内にある全大学の約3割の大学が英語による学部専門科目(EMI)を提供している。その多くは、主に日本人学生を対象とする、受講者数が全学生の１割未満の小規模なもので、通常、ほぼ日本語による学位取得プログラムの一部である。EMIの拡充により、言語教育にとっては、次の4つのエリアへの影響が示唆される。まず、言語プログラムがEMI授業を実施する場合、言語教員が新たな役割を担う可能性が推測される。また、日本人学習者は、これまでとは違う形で英語と関わるため、言語教育の内容を変更する必要性があるだろう。さらに、言語教員と専門科目教員との連携が今まで以上に必要になると思われる。最後に、高等教育においてEMI認知度の高まりが、中等教育における言語教育への積極的な波及効果となり得ることを示唆している。
英語を使った専門科目教育 (EMI)を提供する日本の大学数は、増加してきている。現在、およそ200の大学(全大学数の約1/4に相当)が学部レベルで、ほとんどの場合は、人文学や社会科学分野のEMIプログラムを提供している。しかしながら、それぞれのEMIプログラムは、大学をとりまく状況やニーズに対応するため、独自の成長をしてきている。そのため、EMIの普及に関する全体像は把握されておらず、今後の方向性も明らかではない。この研究は、その全貌を明らかにするための初めての取組みである。一般に公表されている文書の考察やEMIプログラム関係者へのインタビュー結果から、日本のEMIプログラムは多岐にわたっており、その場しのぎ的に設置されているEMIクラスもあれば、国内、海外を問わず優秀な学生を募集することを目的に、すべて英語で授業が行われる学位課程のEMIプログラムとして設置している場合もあることがわかった。暫定的ではあるが、日本における学部レベルのEMI類型論を体系づけし、プログラムの規模や構造、また教員や学生の構成状況の概説を可能にした。
At the outset of the EMI program, EAP faculty anticipated and investigated potential new needs. Examining content faculty's stated goals, expectations for performance and descriptions of classroom work, four main implications for practice in pre-sessional EAP emerged: longer-term focus on a single topic; more one-on-one interaction with students; a larger role for the students' L1; and greater focus on academic skills rather than language proficiency. These findings, along with data on student perceptions of CLIL and analysis of L1/L2 citations in written reports, became the core of a project undertaken to adapt the EAP program. The goal was to develop innovative approaches to EAP in light of the EMI program and the developing blended academic culture. Innovations included: a role for translanguaging and plurilingual goals; the use of CLIL as to bridge language and content classes; and the power of collaboration and integration between content and language teachers. Content and language faculty have collaborated successfully in: curriculum design; program planning and management; training and professional development; and team-teaching.
"
both by individual teachers in isolated classes and in regional or nationwide programs. Teachers and administrators
adopt CLIL based on an understanding of its benefits including the efficiency and effectiveness for learning of its
dual focus and the complementary rather than competitive relationship between language and content classes
which develops in CLIL contexts. However, in contexts where students have an individual choice to study in a CLIL
class, students are unlikely to be aware of the breadth of research results on advantages of CLIL. What then drives
their decision to join a CLIL class? In cases where students choose between CLIL and content classes delivered in
their L1, the choice is often linked to future professional advantage associated with fluency in the L2. In cases
where students choose between CLIL and more traditional language classes the reasons for the choice are less
clear. Initial qualitative studies of a university-level CLIL program in Japan indicate that when students chose CLIL
classes over straightforward language classes, they are doing so with some understanding of the advantages of
CLIL but are also basing their decision on other factors including their relationship with the teacher, the perceived
level of difficulty of the CLIL class, and their interest in the content covered in class.
Presentation video available at
http://www.youtube.com/watch?v=80Jvem9_XOo&feature=youtu.be
Hudd, S. (2003). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology, 31(2), 195-202.
Hudd, S. (2003). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology, 31(2), 195-202.
critical thinking abilities by bringing literature into the global issues curriculum. Using literature in content based instruction classes can personalize remote issues and help make students more aware of their own attitudes. The process of analysis used in literature circles helps develop the analytical skills and self-evaluative stance needed to develop critical thinking
"In one language school, learners who participated in TOEIC preparation courses that relied on the traditional discreet point analysis style were thought to have four main problems: a lack of fit between classroom materials and actual TOEIC tests, a lack of focus on meaning, low tolerance for ambiguity, and insufficient reading speed. Discreet point analysis preparation appeared ineffective. A literature review shows several different alternative approaches in the past which had contradictory or inconclusive results. This study, focused on graded reading for TOEIC preparation, has found that it can be very effective if the learners are convinced of its value. In the study, learners initially
discounted the value of graded reading. Even though learners felt the reading was improving their reading speed and fluency, they did not see a connection to TOEIC success. Learners’ valuations of the reading program improved significantly after a mock TOEIC test was administered.
accent due to epenthesis, the addition of vowel sounds creating extra syllables, in English words. With its focus on the number
of syllables used, formal haiku is a potential resource for consciousness raising activities aimed at reducing this accent.
In this study video clips of student discourse were analyzed in order to determine the effect that studying and writing original haiku has on the number of extra syllables in unplanned speech.
Post test videos show a statistically significant reduction in the rate of words pronounced with extra syllables (errors per 10 words spoken)
英語学習者に対しポジティブなロールモデルを提供し、自己イメージの再確立を促すため、英語プログラムの討論議題に関する日本人教師（英語教育を専門としない）の英語インタビューを撮影した。そのビデオ映像をレッスンで使用した。
その結果、生徒からは、英語学習に対する興味ややる気が増し、英語を身近に感じるようになったと好評だった。
This paper seeks to document one critical aspect of that evolution. Looking back at the first year of SALC’s operation, the idea of metaphor has emerged as a key concept. Establishing and running SALC has been a clear instance of the importance of metaphors in academic decision making.
Findings indicate that the success of an EMI program depends on how stakeholders deal with issues related to program plarming and curriculum development. Effective communication among EMI stakeholders, and between program-level and university leaders, is a key factor in planning, as is the selection, recruiting, and support of faculty members. Stakeholders also need to be aware of the program's position in the university community and how program budgeting may influence its development. The curriculum must be designed based on a realistic understanding of students' incoming language proficiency and has to include effective means to measure and support that proficiency. EMI programs should also strive for internal coherence and meaningful connections to mainstream Japanese-medium programs.
Results indicate that undergraduate EMI programs are relatively small, most serving less than 10% of the university's student body, though many are currently expanding. These programs largely focus on humanities and social sciences and many are unstructured or ad hoc; however, there seems to be a growing trend towards more structured programs. The number of undergraduate full-degree English-taught programs is small but growing, based on strong government support. The vast majority of EMI programs are elective components of a mainly Japanese-medium degree program. In addition, most EMI programs in Japan serve domestic students and the rationales for implementing the programs reflect that. A major concern at many universities offering EMI is the low English proficiency of domestic students; however, it seems little is being done to test or set benchmarks for language proficiency and coordination between EMI and language classes is lacking in most programs. EMI faculty members are largely Japanese and their qualifications, teaching skills, and support for EMI are seen as key factors in the success of programs. Although they are identified as key stakeholders in the majority of EMI programs, training and professional development for them are lacking in most cases.
There is a great deal of variety in how EMI is being implemented at universities in Japan. However, neither the type of university (private, national or public) nor the size of university seems to be a reliable predictor of how a university chooses to approach EMI.
This volume will provide a touchstone for higher education practitioners, enabling them to more clearly understand why EMI policies are in place, which challenges exist and what the impacts may be. It is expected that the curricula contexts section will be of particular value to those new to EMI program design and implementation. However, the book will also benefit those with more EMI experience, and those researching higher education internationalization by providing an in-depth examination of the under-examined Japanese situation.