English-medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes Moderator: Annette Bradford Panelists: Hiroyuki Takagi, Juanita Heigham, Jim McKinley ICAS public lecture series videos are posted on Youtube: https://www.youtube.com/playlist?list=PLAA67B040B82B8AEF

1. English-Medium
Instruction in
Japanese Higher
Education: Policy,
Challenges, and
Outcomes
Annette Bradford
Meiji University
Hiroyuki Takagi
Kobe University
Juanita Heigham
Nagoya University of
Foreign Studies
Jim McKinley
University of Bath
Book Launch, 23rd October 2017
Temple University, Japan Campus

2. English-Medium Instruction (EMI) IN
Japan
•Undergraduate EMI offered at 274 universities
•Graduate EMI offered at 204 universities
•Undergraduate degree entirely in English at 24
universities
•Graduate degree entirely in English at 88 universities
(MEXT, 2016)
Courses conducted entirely in English, excluding those
whose primary purpose is language education
(MEXT, 2015)

3. Section 1:
English-Medium Instruction in
Context
Section 2:
The Implementation of English-
Medium Instruction in Japan
Section 3:
Challenges & Solutions for English-
Medium Instruction in Japan
Section 4:
The Student & Faculty Experience
Section 5:
Curriculum Contexts
Section 6:
Future Directions for English-
Medium Instruction

4. 1. Road-Mapping EMI in Japan
Annette Bradford & Howard Brown

5. ROAD-MAPPING framework
M
(l
(Dafouz & Smit, 2014)

6. Roles of English
•Dominant position of English in internationalization
•Plurilingualism rarely mentioned
•English as an additional academic language, not a
lingua franca

7. Academic Disciplines
•Focus on humanities and social science at
undergraduate level
•More natural science and technical fields in full
English-taught degree programs or graduate school
•EMI students may lack socialization into discipline-
specific academic literacy

8. Language Management
•Lack of explicit language polices at the national and
institutional level
•MEXT (Ministry of Education) policies do not define
English as a medium of instruction
•“Lessons conducted in English”
•Focus and responsibility is at the individual
classroom level

9. Agents
•National Level
• MEXT - internationalization of higher education
• Keidanren (Japan Business Federation) -
promotion of global jinzai
•Institutional / University Level
• Range of implementation strategies for EMI
• Many examples of ad hoc implementation
•Individual Level
• Faculty / administrators - short-term or part-time
 Little agency or voice
• Students - less than 10% of student body, mainly
domestic

10. Practices and Processes
•Academic Practice influenced by:
• Japanese academic norms,
• notions of western pedagogy,
• realities of EMI classrooms
 Emerging blended academic norms and practices

11. Internationalization and Glocalization
•EMI developing to address:
• Loss of economic competitiveness on the global
scale
• National demographic shifts and competition to
attract students
• Local institutional needs

12. 4. Development EMI as a Key
for Internationalizing
Curricula
Hiroyuki Takagi

13. Internationalization of Curricula (IoC)
the incorporation of an international and
intercultural dimension into the content of
the curriculum as well as the teaching and
learning processes and support services of
a program of study… it will purposefully
develop their international and
intercultural perspectives as global
professionals and citizens.
(Leask, 2009: 209)

14. Competition-type Cooperation-type
Pragmatic-based rationales
• External-led and extrinsic stimuli
• Business/market-driven
• Student recruitment or world university ranking
• Economic or political motivation
Value-based rationales
• Internal-led and intrinsic stimuli
• Academic/cultural-driven
• International exchange and collaboration
• Social or cultural or academic values
Top-down operations
• Short-term planned engagement or compliance
• Behavioral conformity with institutional policy
• Structured and assessed quantitatively
• Prescriptive and specifically articulated achievement
Bottom-up operations
• Long-term commitment or emergent
• Inspiring the enthusiasm of individuals
• Open-ended and assessed qualitatively
• Descriptive and generally articulated achievement
Local/national positions
• Meeting needs of local/national clients
• Home & international students have different agendas
• Different learning goals and opportunities
• Exclusive and ethnocentric
International positions
• Meeting needs of international clients
• Home & international students have one agenda
• Equal learning goals and opportunities
• Inclusive and ethno-relative
（Huisman and Van der Wende, 2005）
Types of approach to internationalization.

15. (Fraser and Bosanquet, 2006)
Curriculum models.
Product model Process model
Cognitive objectives
• Disciplinary and specialist knowledge and skills
• International competences (hard or technical skills)
• Intellectual or professional development for global
economy
• Accumulative assessment
• Human or economic capital
Affective objectives
• Awareness, attitudes, behaviors, values, cultural
sensitivity and moral responsibility
• Intercultural competences (soft or generic skills)
• Personal or social development as global citizens
• Formative assessment
• Social or cultural capital
Content-focused designs
• Prescribed content for pre-specified objectives and
means related to ends
• What is taught and what is learned
• Fixed and linear responded to external demands
• Knowledge is technical, measurable and discipline-
based
• Teacher-centered; teachers are instructors
Experiences-focused designs
• Learning experiences and processes, and
interactions among students and teachers
• How is taught and learned
• Flexible reflecting individual desires or interests
• Knowledge is created by learners beyond a
discipline
• Leaner-centered; teachers are facilitators

16. The concept of IoC and transition in
development of EMI
- government policies
- separate programs
- global professionals
- language skills & knowledge
- class subjects
- internationalization abroad
- Individual initiatives
- co-learning
- global citizens
- intercultural competences
- students’ activities
- internationalization at home

17. REFERENCES
Fraser, S. P. and Bosanquet, A. M. (2006). The curriculum? That’s
just a unit outline, isn’t it? Studies in Higher Education 31 (3), 269-
284.
Huisman, J. and Van der Wende, M. C. (2005). On Cooperation
and Competition II. Bonn: Lemmens.
Leask, B. (2009) Using formal and informal curricula to improve
interactions between home and international students. Journal of
Studies in International Education 13 (2), 205-221.
Takagi, H. (2015). The internationalisation of curricula: The
complexity and diversity of meaning in and beyond Japanese
universities. Innovations in Education and Teaching In-ternational.
London, 52, (4), 349-359.

18. 10. Center Stage but Invisible:
International Students in an
English-Taught Program
Juanita Heigham

19. Academic Concerns
• English limitations of faculty
• Teaching style
Non-Academic Concerns
• Settling in
• Social support
• Communication
Nagoya University of
Foreign Studies

20. 15. Making the EFL to ELF
Transition in EMI at a Global
Traction University
Jim McKinley

21. From EFL to ELF in a Global
Traction University
English
Studies
Liberal
Arts
Green
Science
Difference perspective O X/O X/O
Away from monolingual
bias
X/O X X
Code-switching and
mixing a resource
X X X
Target interlocutors and
cultures NNESs
O O O
Teacher variance
(NNESTs and NESTs)
X X/O X/O
Role models (successful
ELF users)
X O O
C1 and L1 seen as
resource
X/O X X
Case Study:
Sophia University
Successful
implementation
of EMI programs
in three faculties.
• Global
approaches
• Global studies
X, Not observed/not present; O, observed/present; X/O, mixed data.

22. Discussion
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