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

Leong, Patrick Ng Chin

doi:10.1080/14664208.2016.1204053

Cited by 26 publications

(7 citation statements)

References 11 publications

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“…Similarly, in a Korean EMI setting, content teachers express difficulties in keeping to an English-only policy due to students' low proficiency, and the teachers are often required to assist the students with their English improvement as well as mastery of content (Choi, 2013). In a Japanese EMI setting students, despite having studied English for 6 years before admission, often lack a sufficient level of L2 proficiency to thrive in an EMI environment (Patrick Ng, 2017). Though the impact of L2 proficiency on content learning has not been well documented (Macaro et al, 2018), researchers highlight a potential failure to guarantee the quality of content instruction (Floris, 2014;Tatzl, 2011).…”

Section: Proficiency Issues In Emimentioning

confidence: 99%

Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates

Uchihara

Harada

2018

TESOL Quarterly

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This study investigated the relationship between vocabulary knowledge (written and aural receptive vocabulary size and self‐rating of vocabulary knowledge) and self‐perceptions of four language skills (reading, listening, writing, speaking) targeting undergraduate students in English‐medium instruction (EMI) courses in Japan. The students’ academic performance (course grades and quiz scores) was also compared to their vocabulary knowledge. Results showed that learners with larger aural vocabulary sizes were more confident in spoken language use, and those who self‐rated higher on their vocabulary knowledge were more likely to perceive themselves as proficient in productive language skills. Interestingly, learners with larger written vocabulary sizes tended to perceive themselves as less proficient in performing EMI tasks. Results also showed that none of the vocabulary measures were significantly associated with academic outcomes. Interview data suggest that EMI students’ performance could be affected by the complex interplay of various factors, though not necessarily a large vocabulary size alone. Based on these findings, implications are discussed in terms of teaching and assessing vocabulary knowledge in EMI courses.

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Section: Proficiency Issues In Emimentioning

confidence: 99%

Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates

Uchihara

Harada

2018

TESOL Quarterly

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“…Previous findings on the supportive value of institutional resources across multilingual university contexts are mixed and depend on specific resources and conditions of implementation. In multiple contexts, successful implementation of EMI depends on the presence of international students, local and foreign EMI faculty, textbooks and learning materials, preparatory courses for students, and faculty professional development (Corrales et al, 2016;Goodman, 2014;Lino, 2020;NG Chin Leong, 2017). However, as Ghazarian and Youhne (2015) argue, international faculty who are unprepared to adjust their teaching styles in cross-cultural educational environments may gradually assimilate into local education or reject their students' expectations.…”

Section: Structural Factorsmentioning

confidence: 99%

Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis

et al. 2021

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The purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English‐medium programs. Data in this mixed‐methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they were less satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to be research‐oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses.

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“…Many universities offer training and on-going in-house support (see, for example, Dafouz, 2018) and in certain contexts, faculty are required to undertake a certification course before teaching EMI courses (Dubow & Gundermann, 2017;Macaro et al, 2020). Despite this, however, teaching faculty who are required to teach EMI courses may not have received any formal training in how to teach their subject through the medium of English (see Guarda & Helm, 2017;Leong, 2017;O'Dowd, 2018). Where the capacity does not exist to provide such training locally, external EMI training and support may be required.…”

Section: Contextmentioning

confidence: 99%

Intensive Teacher Education for an EMI Context: Facilitating the Professional Development of University Teachers

Webster

Herington

2021

IRHE

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In this paper we report on an intensive professional development intervention (PDI) delivered in a UK higher education setting for university teachers from different countries. These teachers were either teaching, or preparing to teach, English Medium Instruction (EMI) courses in a range of disciplines. Few previous studies have focussed on the impact of intensive training interventions on teacher participants, particularly for interventions conducted outside teachers’ local contexts. To address this, qualitative research was conducted that explores the influence of the PDI on participant teachers’ beliefs and self-reported teaching practices in their own institutional contexts. The findings suggest that the PDI resulted in significant changes in many of the participants’ beliefs about teaching pedagogy for an EMI context. The PDI also appeared to increase teachers’ self-efficacy, and to facilitate innovation in their classroom practices. As a result, the study highlights the pedagogical elements of the PDI which emerged as being significant in bringing about these changes and discusses the implications for PDI design. Overall, the study suggests the potential role that intensive PDIs delivered outside teachers’ home and national contexts can play in facilitating teacher development.

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

Cited by 26 publications

References 11 publications

Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates

Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates

Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis

Intensive Teacher Education for an EMI Context: Facilitating the Professional Development of University Teachers

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