English-medium instruction in Japanese universities: policy implementation and constraints

• Patrick NG Chin Leong ^[1]
  1. [1] University of Niigata, Japan
• Localización: Current issues in language planning, ISSN 1466-4208, Vol. 18, Nº. 1, 2017, págs. 57-67
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • English-medium instruction (EMI) is gaining momentum in Japan as politicians constantly highlight the need for Japanese universities to cultivate students with English skills to participate in the global market. Adopting a framework on the failure of policy implementation [Schiffman, H. (2007). Tamil language policy in Singapore. The role of implementation. In V. Vasih, S. Gopinathan, & Y. Liu (Eds.), Language, capital and culture (pp. 209–226). Bristol: Sense], micro language planning [Liddicoat, A., & Baldauf, R. (2008). Language planning in local contexts. Clevedon: Multilingual Matters; Chua, C. S. K., & Baldauf, R. B., Jr. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge] and micro-level actors in language planning [Zhao, S. (2011). Actors in language planning. In E. Hinkel (Ed.), Handbook of second language research teaching and learning (Vol. 2, pp. 905–923). New York, NY: Routledge], this paper explores the efforts and constraints experienced in implementing EMI programmes in Japanese universities. Data collection is based on a semi-structured interview with Deans and directors of language centre in four Japanese universities. The results of the study showed a range of activities undertaken by actors in language planning in implementing EMI programmes: managing the English programme, creating an organized teaching schedule, revamping the entrance examination, designing placement test, dealing with top-level management and recruiting teachers. However, several major factors hindered the implementation efforts of actors in EMI policy implementation: lack of trained teachers, students’ English proficiency and motivation in learning English, institutional culture, the lack of an English-speaking environment and lack of understanding of EMI by top-level management. There is a need for micro language policy actors to consider carefully the sacrifice and costs involved before jumping into the EMI bandwagon.