Realities of EMI practices among multilingual students in a Japanese university

Murata, Kumiko; Iino, Masakazu; Konakahara, Mayu

doi:10.4324/9780429020865-7

Cited by 8 publications

(3 citation statements)

References 1 publication

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“…The prevailing monolingual ideology in EMI classrooms could lead to lecturers' sense of guilt or failure when using languages other than English [26,93] because of their perception that using non-target language is a lazier way of speaking and a deficit in an EMI classroom [26]. As the main policy implementers and arbiters of EMI, lecturers can critically revisit the societal definition of EMI, their contextualized understanding of EMI, and the concept of translanguaging, through which they may reach a deeper understanding of the 'English' language in EMI [94,95] and consider the integration of content and language and confidently build a linguistically responsive and contextually embedded environment, which embraces more openness to local language(s) and students' diverse linguistic/ethnic backgrounds [96]. These discussions could then serve as a basis for making their own teaching decisions and explicitly exploring other translanguaging pedagogies [22].…”

Section: Discussionmentioning

confidence: 99%

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Jia

Pun

2023

Sustainability

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Translanguaging is discussed widely in the literature as a new pedagogical tool for English-medium instruction (EMI) that can challenge monolingual assumptions, mitigate English language barriers, and advocate for the full use of linguistic resources in meaning making. Different EMI lecturers have been found to hold diverse translanguaging perceptions and have adopted a variety of its functions. However, more needs to be known to close the knowledge gap between how each lecturer envisions and practices their translanguaging pedagogies, if any. Employing a qualitative method using data from semi-structured interviews and classroom observation, this study investigated three Chinese tertiary EMI engineering lecturers’ translanguaging perceptions and practices. Taken together, these three cases illustrate the complex relationship between translanguaging perceptions and practices according to their interactional (e.g., students’ difficulties in understanding full EMI), socio-cultural (e.g., the socially constructed value of full EMI), and personal factors (e.g., EMI teaching experiences). We propose that the negotiation among these three domains can promote or withhold the transfer of translanguaging perceptions into practice. We use our findings to call for EMI training programs to encourage lecturers’ reflections regarding what languages are or can be used in EMI classrooms and how and why from socio-cultural, personal, and interactional perspectives.

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Section: Discussionmentioning

confidence: 99%

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Jia

Pun

2023

Sustainability

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“…Both Japanese and international students have avoided using Japanese even though it can be a useful language resource. It appears that English-language education at Japanese universities aims to cultivate monolingual English speakers, without consideration for their multilingual and varied cultural circumstances (Murata et al 2019). Bucking this trend, this paper reports on a unique style of English as lingua franca suitable for EMI in Japan, cultivating bilinguals who speak English and elementary-level Japanese.…”

Section: Issues In Bilingual Trainingmentioning

confidence: 99%

Role of Japanese in English-medium Instruction Programs at Japanese Universities: Toward the Globalization of Education that Values Diversity

Tasaki

2020

J. inc. comm

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This paper highlights the role and efficiency of first-language use alongside English in English-medium instruction (EMI) programs in Japanese universities. To provide educational support and enhance bilingual communication between Japanese and international students, two courses are suggested: elementary Japanese for international students and intercultural communication for both. An analysis of their communication and remarks during these courses indicate that the use of English and Japanese worked efficiently to ensure communication, build relationships, and teach about Japanese culture. In light of the results, the use of English in EMI programs is considered to hinder the appreciation of Japanese culture and the value placed on diversity in globalization.

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“…As Aguilar (2017) aptly argues, ELF has traditionally been linked to BE as the study of spoken academic discourse in HE institutions, particularly in contexts where there is a high incidence of student and academic staff mobility (Bjorkman 2008;ELFA 2008;Murata et al 2019;VOICE 2013). But there is a more important connection between ELF and BE that is yet to be explored beyond the study of academic communication in ELF contexts: the application of ELF pedagogies in BE classrooms.…”

Section: Be + Elf: Related Concepts and Definitionsmentioning

confidence: 99%

Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education

Pineda

Tsou

2021

Journal of English as a Lingua Franca

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Recent global developments have intensified the use of English as a lingua franca (ELF), the principal means of communication employed among speakers of different linguistic backgrounds to interact worldwide. Consequently, there has been a growing interest in the pedagogical implications and applications of ELF in language teaching and learning. Few works, though, have investigated the influence of ELF in bilingual education such as in Content and Language Integrated Learning (CLIL). The current paper describes the design and implementation of a CLIL + ELF observation tool that was used to study a pilot CLIL program in Taiwan and to anticipate CLIL teachers’ training needs. The data collected from the rubric were contrasted with several unstructured interviews. The rubric contains 10 criteria developed from previous CLIL and ELF studies including: learners’ L1 and L2 proficiency; teachers’ L2 proficiency; teachers’ ability to reflect upon their practice; their familiarity with CLIL and ELF methodologies; and the school’s commitment to bilingual education and language policy considerations. Using these criteria, the researchers identified many positive results such as teachers’ growing familiarity with CLIL and their use of class management language, content-related language, and academic communication. The study also suggests areas for improvement such as the need for teacher training regarding ELF.

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Realities of EMI practices among multilingual students in a Japanese university

Cited by 8 publications

References 1 publication

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Role of Japanese in English-medium Instruction Programs at Japanese Universities: Toward the Globalization of Education that Values Diversity

Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education

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