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

• Published in: Current issues in language planning Vol. 18; no. 1; pp. 57 - 67
• Main Author: NG Chin Leong, Patrick
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.01.2017; Taylor & Francis Ltd
• Subjects: Administrator Attitudes; College students; constraints; Costs; Culture; Data collection; Deans; Education policy; Educational Policy; efforts; English (Second Language); English as a second language instruction; English proficiency; English-medium; Foreign Countries; Higher education; implementation; instruction; Japanese; Japanese language; Language culture relationship; Language of Instruction; Language Planning; Language policy; Language Proficiency; Language Tests; Learning; Learning Motivation; Medium of instruction; Motivation; Organizational Culture; Policy implementation; Program Administration; Program implementation; Second Language Learning; Semi Structured Interviews; Student Placement; Teacher Recruitment; Teachers; Teaching; Universities; Japan
• ISSN: 1466-4208; 1747-7506; 1747-7506
• DOI: 10.1080/14664208.2016.1204053

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.