Described as a "galloping" phenomenon now considered "pandemic" in proportion, the use of English as the lingua franca medium of instruction (EMI) at higher education institutions (HEIs) across the globe is today considered the most significant trend in educational internationalisation. Japan is no exception and a growing number of the nation's universities are increasingly offering classes-and even entire courses-in English. Seen by some as a panacea for jump-starting the nation's stagnant internationalisation profile and improving overall English language skills, this paper firstly explores the theoretical background and rationale behind the trend to utilize EMI based on a review of the literature. Secondly, questionnaire data and feedback from Japanese students taking such classes at two, second-tier universities are analyzed to help shed light on attitudes and ascertain the issues as well as highlight some limitations and problems involved with EMI classes. Finally, it concludes with practical recommendations for greater language support activities and warns of the implications of naively equating EMI alone to an automatic improvement in English language ability in the Japanese context.

Primary schooling, where the majority of students start learning formally about social interaction and civic expectations, reflects much about a nations' approach to education and the goals for their citizens. After a brief comparison of the purpose of education in both New Zealand and Japan, through the use of textual and content analysis, this paper firstly analyzes school mission (vision) statements to explore the degree of diversity that exists within the public school sector in New Zealand and Japan. One hundred and fifty primary school mission statements in New Zealand and Japan were examined and grouped according to content and common themes based on a modified and simplified version of Stemler and Bebell (The school mission statement: values, goals, and identities in American education, Routledge, New York 2012)'s rubric. Next, the results of this survey were compared with a previous Japanese one (BERD) (School education statements. The present state of education 2010), then crossculturally by an examination of the main concepts that emerged in both countries. Finally, the paper attempts to shed light on the overall differences that exist between the two nations' primary education systems and what these reveal about its role in the respective societies in terms of the fostering of citizens for potential future contribution in the world.

Japanese society has, at various times throughout its history, been led in different directions by state policy makers' catch phrases. The final societal destination of these slogans has changed to suit the needs of the times, but their reoccurrence and importance can neither be denied nor overlooked. Phrases and slogans such as sonno ˉ-jo ˉi (Revere the Emperor, Expel the Barbarians), fukoku kyo ˉhei (Enrich the Country, Strengthen the Military), to ˉyo ˉ no do ˉtoku, seiyo ˉ no gakugei (Eastern Ethics, Western Science), wakon yo ˉsai (Western Learning, Japanese Spirit), bunmei kaika (Civilization, Enlightenment) and dastua nyu ˉo ˉ (Leave Asia, Join the West) are all examples of "battle cries" behind which society was rallied in order to rid itself of some seemingly corrupting influence or to adopt systems in order to make a radical change in direction. More recently, while arguably less provocative in nature, catch phrases have continued to be employed to focus national attention on goals deemed important by the nation's state-makers today. Here, words like kindaika (modernization), o ˉbeika (Westernization), kokusaika (internationalization), and guro ˉbaruka (globalization) have adorned official documents and the media reflecting the needs or goals of each respective period (Chapple, 2002).While by no means solely limited to the education sector, as education is often considered the "cornerstone of all social systems" (Ministry of Education, Science and Culture 1999, 2), it is here that these national slogans and phrases have been utilized most successfully and have influenced the greatest number of policies and people. Since its inception in 1873, Japan's highly centralized modern education

Recent policy moves in Japan reflect further attempts to internationalize the nation's higher education sector. Building on previous plans, such as the goal of accepting 100,000 international students, Japan is now pinning its sights on a further increase (300,000), employing more foreign faculty, sending more Japanese students abroad to study, and teaching a greater number of classes in English. Falling under the broad auspices of the 'Global 30' national project, Japan hopes its forthcoming 'Super Global Universities' plan will see it achieve the goal of 10 of its universities in the world's top 100. However, despite the slogans, the actual goals of the present plans appear decidedly domestic. The quality of higher education in Japan has long been a concern, and the nation's desire for a more globally-active and competent workforce in face of a dramatically dwindling student population base are obvious. By using a mixed method approach to examine the content of recent plans, this paper seeks to ascertain what is really being sort after and whether it can be achieved. The above-mentioned four plans reveal little in terms of policy but speak volumes about Japan's interpretation of the concept of internationalization. In particular, the widely held belief that teaching more classes in English is a remedy for the various present problems is looked at in detail. The paper concludes by examining what issues are overlooked in Japan's discussion and what they reveal about the need for societal internationalization as a pre-or co-requisite for educational internationalization.

The Japanese government has touched on the topic of immigration as a possible way to deal with the nation's falling population several times in recent years. However, other than raising the issue and discussing numbers, there has been scant regard given to specific policy or requisite preparations that such a major change would entail. Before Japan can seriously consider admitting a large number of migrants, there are several important issues that must be dealt with, one of which is language education policy. This article investigates the barriers that exist in Japan's language education policies that hinder immigration becoming a greater reality in the immediate future. It examines the importance of such policies and the prerequisites required (attitudinal, cultural, societal and political) to realize the positive linguistic acceptance of migrants into the nation's mainstream education system and society. Regardless of whether migration increases now or in the future, changes in attitude towards language teaching and acquisition are necessary for the wider public and, done properly, would arguably lead to a change of attitudes of the general population towards accepting migration.