- TESOL, Content and Language Integrated Learning, English Medium Instruction, English as the Medium of Instruction, English as a medium of instruction, Integration of Content and Language In Higher Education, English for Academic Purposes, Bilingual Education, and 36 moreFaculty Development, English medium instruction, Self-access language learning, Ethnographic Archive, Near Peer Role Models, Conversational Narative, Role Models, Faculty Expectations, Ethnographioc Archive, Peace and Conflict Studies, Academic Writing, Interdisciplinarity, Scholarly Communication, Applied Lingustics, Self Access Language Learning, Editing of Journals, Scholarly Publishing, Scholarly Journals in English, Language Identity, Japan Bilingual Education, Presessional Eap Syllabus, Bilingual Education In Japan, Student Generated Materials, Education, Languages and Linguistics, Teacher Education, English, Applied Linguistics, Sociolinguistics, Teaching English as a Second Language, Second Language Acquisition, TESOL, Higher Education, Teachers' professional development, English language teaching, and CLILedit
Brown, H. (2023). Recruiting for Japanese EMI programs: Insights from online job posts. In P. Ferguson, B. Lacy, & R. Derrah (Eds.), Learning from Students, Educating Teachers—Research and Practice. JALT.... more
Brown, H. (2023). Recruiting for Japanese EMI programs: Insights from online job posts. In P. Ferguson, B. Lacy, & R. Derrah (Eds.), Learning from Students, Educating Teachers—Research and Practice. JALT. https://doi.org/10.37546/JALTPCP2022-01
As English-medium instruction (EMI) programs at universities in Japan have grown and developed over the past 20 years, the approach to recruiting faculty members to teach classes in English has evolved. This project investigates that evolution, drawing on data covering more than 165,000 jobs advertised on the JREC-IN Portal since 2002. The data shows yearly growth in the number of jobs posted requiring the ability to teach specialized content classes in English, reflecting the growth in the number and scope of EMI programs. A comparison of the EMI-related and mainstream job posts in the data also reveals differing trends in the number of positions advertised by private, public, and national universities, as well as differing trends in different disciplinary areas. The changing prevalence of full-time (tenured), part-time, and term-limited positions is also examined. These trends both reflect previous research on and offer new insights into the development of EMI programs in Japan.
過去20年間、日本の大学における英語による教育（EMI）プログラムが成長・発展するにつれて、英語で授業を行う教員の採用アプローチも変化してきた。本稿では、2002年から2021年までにJREC-INポータル上に掲載された165,000件以上の求人情報をデータセットとして利用し、その変化を調査した。その結果、英語による専門的な内容の授業を担当できることを条件とする求人が年々増加し、英語による教育が明らかに進展していることがわかった。また、私立大学、公立大学、国立大学それぞれにおける求人数や分野別の傾向、および常勤、非常勤、任期付きの各ポジションの求人比率の変化傾向についても明らかになった。これらの傾向は、日本におけるEMIプログラムの発展に関する先行研究や共通認識を網羅的に捉え直すと同時に、新たな知見を提供するものである。
As English-medium instruction (EMI) programs at universities in Japan have grown and developed over the past 20 years, the approach to recruiting faculty members to teach classes in English has evolved. This project investigates that evolution, drawing on data covering more than 165,000 jobs advertised on the JREC-IN Portal since 2002. The data shows yearly growth in the number of jobs posted requiring the ability to teach specialized content classes in English, reflecting the growth in the number and scope of EMI programs. A comparison of the EMI-related and mainstream job posts in the data also reveals differing trends in the number of positions advertised by private, public, and national universities, as well as differing trends in different disciplinary areas. The changing prevalence of full-time (tenured), part-time, and term-limited positions is also examined. These trends both reflect previous research on and offer new insights into the development of EMI programs in Japan.
過去20年間、日本の大学における英語による教育（EMI）プログラムが成長・発展するにつれて、英語で授業を行う教員の採用アプローチも変化してきた。本稿では、2002年から2021年までにJREC-INポータル上に掲載された165,000件以上の求人情報をデータセットとして利用し、その変化を調査した。その結果、英語による専門的な内容の授業を担当できることを条件とする求人が年々増加し、英語による教育が明らかに進展していることがわかった。また、私立大学、公立大学、国立大学それぞれにおける求人数や分野別の傾向、および常勤、非常勤、任期付きの各ポジションの求人比率の変化傾向についても明らかになった。これらの傾向は、日本におけるEMIプログラムの発展に関する先行研究や共通認識を網羅的に捉え直すと同時に、新たな知見を提供するものである。
Research Interests:
This study addresses the language-related difficulties experienced by foreign faculty members working at Japanese universities and their need for Japanese-language training. In order to develop a Japanese-language training curriculum, we... more
This study addresses the language-related difficulties experienced by foreign faculty members working at Japanese universities and their need for Japanese-language training. In order to develop a Japanese-language training curriculum, we conducted a needs analysis based on interview data
from prospective course participants. Results of the needs analysis indicated that two goals should be prioritised for the training course: the ability to participate in discussions in meetings among faculty members, and the ability to communicate in interactions with administrative staff. Based on
these findings, original materials were created for the training course. The materials centered on cases for analysis and discussion, a list of terms and expressions commonly used in meetings, and scenarios for internal communication. After the training sessions, participants reported generally
positive evaluations: their understanding of meetings had improved, and their confidence in speaking Japanese had increased. However, they also suggested some points for improvements in the course, including the need for more formal practice. In addition, it was confirmed that it is necessary to develop teaching materials and a curriculum to focus more directly on interaction with university administrative staff.
from prospective course participants. Results of the needs analysis indicated that two goals should be prioritised for the training course: the ability to participate in discussions in meetings among faculty members, and the ability to communicate in interactions with administrative staff. Based on
these findings, original materials were created for the training course. The materials centered on cases for analysis and discussion, a list of terms and expressions commonly used in meetings, and scenarios for internal communication. After the training sessions, participants reported generally
positive evaluations: their understanding of meetings had improved, and their confidence in speaking Japanese had increased. However, they also suggested some points for improvements in the course, including the need for more formal practice. In addition, it was confirmed that it is necessary to develop teaching materials and a curriculum to focus more directly on interaction with university administrative staff.
Research Interests:
The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a... more
The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a replication and localisation of an international study by Macaro et al. (2020. “English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification.” International Journal of Applied Linguistics 30 (1): 144–157), investigates the experiences and attitudes of faculty members teaching in EMI programmes in South Korea and Japan towards EMI related PD and certification. Survey findings (South Korea n = 234, Japan n = 92) indicate that few faculty members have experience with pre-service PD, and that EMI-related in-service PD is rare in South Korea but on the rise in Japan. Preferences for PD and attitudes towards certification differed between the two populations sampled, and there are indications that the disciplinary and language backgrounds of the professors may influence this. This highlights the need for local, context-appropriate approaches to supporting faculty in EMI programmes.
Research Interests:
As English-medium instruction (EMI) takes on a more important role in higher education in Japan, there are ongoing concerns that faculty members lack the support they need to effectively teach in what may be their own or their students’... more
As English-medium instruction (EMI) takes on a more important
role in higher education in Japan, there are ongoing concerns that
faculty members lack the support they need to effectively teach in
what may be their own or their students’ second language. In a
replication and localization of Macaro et al.’s 2020 multi-country
survey of EMI-related professional development (PD), this study
investigated the experience, needs, and preferences of faculty
members teaching in English in Japan. Results from 92 respondents
indicate that while professors acknowledge teaching in an EMI
context requires different competencies than either teaching in a
Japanese-medium setting or using English as a professional academic
language, fewer than half have participated in PD training.
Respondents are open to the idea of EMI-related PD but are only
moderately receptive to a potential scheme to certify their
competencies. Respondents’ perspectives differed depending on their
experience teaching in EMI, as well as their linguistic and
disciplinary background.
role in higher education in Japan, there are ongoing concerns that
faculty members lack the support they need to effectively teach in
what may be their own or their students’ second language. In a
replication and localization of Macaro et al.’s 2020 multi-country
survey of EMI-related professional development (PD), this study
investigated the experience, needs, and preferences of faculty
members teaching in English in Japan. Results from 92 respondents
indicate that while professors acknowledge teaching in an EMI
context requires different competencies than either teaching in a
Japanese-medium setting or using English as a professional academic
language, fewer than half have participated in PD training.
Respondents are open to the idea of EMI-related PD but are only
moderately receptive to a potential scheme to certify their
competencies. Respondents’ perspectives differed depending on their
experience teaching in EMI, as well as their linguistic and
disciplinary background.
Research Interests:
The number of degree programs and courses taught in English at Japanese universities has increased considerably over the past ten years. However, there are concerns about the sustainability of such programming. With government-supported... more
The number of degree programs and courses taught in English at Japanese universities has increased considerably over the past ten years. However, there are concerns about the sustainability of such programming. With government-supported initiatives ending, universities must now reflect on lessons learned and adapt accordingly. For English-medium instruction (EMI) to be fully embedded in the Japanese higher education landscape, universities need to reexamine the scope of their programs and focus on internal resources and structures.
Research Interests: Higher Education, Sustainability in Higher Education, Japanese education, Internationalization of higher education, English medium instruction, and 5 moreEnglish as a medium of instruction, English education in Japan, Internationalization at Home, Japanese Education Policy, and Japanese University Education
Cook, M., & Brown, H. (2019). Using the study abroad experience to augment preservice teachers’ practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT. Preservice training for secondary-school... more
Cook, M., & Brown, H. (2019). Using the study abroad experience to augment preservice teachers’
practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
Preservice training for secondary-school teachers in Japan has been criticized as inconsistent
and ineffective and is seen to have little influence on their teaching repertoire. Early career
teachers tend to be more strongly influenced by their experiences as students and their
observation of senior teachers. However, they lack training in how to effectively observe lessons.
In this study, we explored preservice teachers using classroom-observation rubrics while studying
abroad as a method to encourage them to observe other teachers’ lessons more effectively.
Results show that these preservice teachers noted aspects of their teacher’s classroom practice
including flexibility in the pace and flow of the lesson, techniques for classroom management,
and attention to students’ individual needs and progress. Results also indicate that the relatively
simple intervention, introducing a classroom-observation rubric and encouraging discussion
about it, was a catalyst for students to become reflective and critical observers of senior teachers’
classroom practice.
日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱
い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教
職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の
教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研
究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授
業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な
作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。
practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
Preservice training for secondary-school teachers in Japan has been criticized as inconsistent
and ineffective and is seen to have little influence on their teaching repertoire. Early career
teachers tend to be more strongly influenced by their experiences as students and their
observation of senior teachers. However, they lack training in how to effectively observe lessons.
In this study, we explored preservice teachers using classroom-observation rubrics while studying
abroad as a method to encourage them to observe other teachers’ lessons more effectively.
Results show that these preservice teachers noted aspects of their teacher’s classroom practice
including flexibility in the pace and flow of the lesson, techniques for classroom management,
and attention to students’ individual needs and progress. Results also indicate that the relatively
simple intervention, introducing a classroom-observation rubric and encouraging discussion
about it, was a catalyst for students to become reflective and critical observers of senior teachers’
classroom practice.
日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱
い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教
職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の
教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研
究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授
業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な
作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。
Research Interests:
Brown, H., Bennett, P., & Stoeckel, T. (2019). General and academic wordlists in English-medium instruction programs. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT. English-medium instruction (EMI)... more
Brown, H., Bennett, P., & Stoeckel, T. (2019). General and academic wordlists in English-medium
instruction programs. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion.
Tokyo: JALT.
English-medium instruction (EMI) is a growing trend in Japan, and one common challenge of EMI
implementation is providing adequate language-proficiency preparation for students, including
the development of general and academic vocabulary. This study used a corpus of approximately
500,000 words taken from reading texts used in EMI courses at one university in order to evaluate
the New General Service List (NGSL) and the New Academic Word List (NAWL) as study tools for
students in this university’s program. Results showed that the NGSL provided 87.7% coverage of
the corpus, a marked improvement over the original General Service List, which provided only
79.7% coverage. The NAWL performed less well, providing only an additional 3.0% coverage
beyond that of the NGSL alone. Also, a full 17.4% of NAWL words did not appear in the corpus.
This finding calls into question the value of the NAWL as a study tool for this program.
日本における英語による専門教育（EMI）は、増加傾向にある。EMIを実施する上で大学が取り組むべきことの一つは、学生
の語学力強化であって、中でも語彙力強化が重要である。本稿では、ある大学のEMIコースで使用しているリーディングテキ
ストから作成した約50万語のコーパスを使って、New General Service Lis（t NGSL）とNew Academic Word Lis（t NAWL）が当
該プログラムの学生にとって適切な学習ツールであるかを調査した。その結果、NGSLは、コーパスのカバー率が87.7％で、初
版のGeneral Service Listのカバー率79.7％から大きく改善されていることが分かった。NAWLの結果は、3.0％の上昇に留まっ
た。また、NAWL単語の17.4％はコーパスに出現しなかった。このことから、当該プログラムに対するNAWLの活用価値への疑
念が生じた。
instruction programs. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion.
Tokyo: JALT.
English-medium instruction (EMI) is a growing trend in Japan, and one common challenge of EMI
implementation is providing adequate language-proficiency preparation for students, including
the development of general and academic vocabulary. This study used a corpus of approximately
500,000 words taken from reading texts used in EMI courses at one university in order to evaluate
the New General Service List (NGSL) and the New Academic Word List (NAWL) as study tools for
students in this university’s program. Results showed that the NGSL provided 87.7% coverage of
the corpus, a marked improvement over the original General Service List, which provided only
79.7% coverage. The NAWL performed less well, providing only an additional 3.0% coverage
beyond that of the NGSL alone. Also, a full 17.4% of NAWL words did not appear in the corpus.
This finding calls into question the value of the NAWL as a study tool for this program.
日本における英語による専門教育（EMI）は、増加傾向にある。EMIを実施する上で大学が取り組むべきことの一つは、学生
の語学力強化であって、中でも語彙力強化が重要である。本稿では、ある大学のEMIコースで使用しているリーディングテキ
ストから作成した約50万語のコーパスを使って、New General Service Lis（t NGSL）とNew Academic Word Lis（t NAWL）が当
該プログラムの学生にとって適切な学習ツールであるかを調査した。その結果、NGSLは、コーパスのカバー率が87.7％で、初
版のGeneral Service Listのカバー率79.7％から大きく改善されていることが分かった。NAWLの結果は、3.0％の上昇に留まっ
た。また、NAWL単語の17.4％はコーパスに出現しなかった。このことから、当該プログラムに対するNAWLの活用価値への疑
念が生じた。
Research Interests:
The number of universities offering English-medium instruction (EMI) programs is growing steadily in Japan. As of 2015, more than 40% of Japanese universities had some kind of EMI program. While some of these programs are designed for... more
The number of universities offering English-medium instruction (EMI) programs is growing steadily in Japan. As of 2015, more than 40% of Japanese universities had some kind of EMI program. While some of these programs are designed for incoming international students, the majority are implemented as part of a nationwide internationalization at home strategy, aimed at domestic, Japanese students. Most of these students are drawing on a background of standard high-school English classes , which often leaves them unprepared for the challenges of EMI. English-language teaching specialists attached to these EMI programs can play an important role in preparing these students for academic success as they make the transition from learning English to learning in English. Eng-lish-language teaching specialists have to be aware of and support students' needs related to their overall language proficiency level, as well as individual specific needs related to volume of reading, necessity for spontaneous speech, gaps in vocabulary knowledge, and academic skills. 英語による教育 （EMI） プログラムを提供している日本の大学は、 着実に増加している。 2015 年現在で 40％以上の日本の大学が EMI プログラムを提供している。留学生を対象としてい るプログラムもあるが、国の政策として取り組む高等教育の国際化の一部として、国内の 日本人学生を対象として実施されている場合が多い。日本人学生の多くは、高校での一般 的な英語授業での学習経験しか有しておらず、EMI を受講するための十分な準備ができて いるとはいえない。EMI プログラムに所属する英語教育専門家は、学生が学習の対象であ った英語を学習ツールとして捉えられるようになるのにあわせ、学業で成功を修められる よう、準備をさせるという点で大きな役割を果たすことができる。言語教育専門家は、総 合的な言語能力レベルの向上だけでなく、EMI 授業で特に必要とされる長文読解、自発的 な発言、学術的語彙力、およびアカデミックスキル等への学生一人ひとりの具体的なニー ズを把握した上で支援する必要がある。
Research Interests:
English-medium instruction (EMI) is a growing trend in Japan, but it is not entirely new. This paper surveys the history of EMI in Japan to provide insight into the current context. In the Meiji era, as Japan was establishing its first... more
English-medium instruction (EMI) is a growing trend in Japan, but it is not entirely new. This paper surveys the history of EMI in Japan to provide insight into the current context. In the Meiji era, as Japan was establishing its first higher education institutions, EMI was the norm, with most university posts occupied by foreign academics. However, by the end of the 19th century, English shifted from the medium of instruction to an object of study. Following World War II, EMI reemerged, though it was not widespread until the 1990s when it became part of efforts to diversify the international student body and maintain parity with partner schools abroad. EMI now has a dual role, both attracting international students and serving domestic students as a part of global jinzai strategies. Though EMI is spreading quickly, it is limited, serving a minority of students at approximately 40% of universities in Japan.
日本では、英語による教育（EMI）への人気が高まりつつあるが、この人気は突然振って湧いたようなものではない。本論では、日本におけるEMIの歴史を調査し、現在の状況への手がかりを提供する。明治時代に日本の高等教育の先駆けともなった学校が次々と設立され始めると、EMIが一般的となり、大学の授業は外国人教員が担当するのが通例となった。しかし、19世紀末までには、英語は教えるためのツールから学習の対象という位置づけに変化する。第二次世界大戦後の日本では、再びEMIが脚光を浴びたが、日本中に広まったのは、1990年代になってからのことだった。この頃のEMIは、大学内での留学生数の増員と多様化を実現し、海外の協定校と均衡を保つための取り組みでもあった。21世紀に入ると、優秀な留学生へのアピールだけでなくグローバル人材育成戦略の一環として国内の学生の需要に応えるという二つの役割を果たすことになる。急成長しつつあるEMIではあるが、実施している機関はいまだ限定的で、EMIの授業を受けている学生は国内大学の約40％にしか満たない。
日本では、英語による教育（EMI）への人気が高まりつつあるが、この人気は突然振って湧いたようなものではない。本論では、日本におけるEMIの歴史を調査し、現在の状況への手がかりを提供する。明治時代に日本の高等教育の先駆けともなった学校が次々と設立され始めると、EMIが一般的となり、大学の授業は外国人教員が担当するのが通例となった。しかし、19世紀末までには、英語は教えるためのツールから学習の対象という位置づけに変化する。第二次世界大戦後の日本では、再びEMIが脚光を浴びたが、日本中に広まったのは、1990年代になってからのことだった。この頃のEMIは、大学内での留学生数の増員と多様化を実現し、海外の協定校と均衡を保つための取り組みでもあった。21世紀に入ると、優秀な留学生へのアピールだけでなくグローバル人材育成戦略の一環として国内の学生の需要に応えるという二つの役割を果たすことになる。急成長しつつあるEMIではあるが、実施している機関はいまだ限定的で、EMIの授業を受けている学生は国内大学の約40％にしか満たない。
Research Interests:
In Japan, as in much of the world, English-medium instruction (EMI) is part of an effort to internationalize the higher education sector, attract international students, and foster global competencies among students. It is receiving... more
In Japan, as in much of the world, English-medium instruction
(EMI) is part of an effort to internationalize the
higher education sector, attract international students, and
foster global competencies among students. It is receiving
significant government investment and attention, and consequently
assuming, perhaps not a central, but a meaningful
role in higher education. However, the growth of EMI
has not been without challenges and these are not unique
to current internationalization efforts. It may be that we are
seeing the most recent manifestation of longstanding structural
issues in the Japanese higher education sector. When
information technology (IT) was promoted in education in
the 1990s, bureaucratic procedures, lack of technical support,
and resistance to emerging pedagogies were found to
be impediments to effective implementation. For anyone
involved in current EMI implementation, these obstacles
ring familiar. The parallels are striking and, by looking at
the example of IT, we may catch a glimpse of where EMI is
heading and learn where structural changes could be made.
(EMI) is part of an effort to internationalize the
higher education sector, attract international students, and
foster global competencies among students. It is receiving
significant government investment and attention, and consequently
assuming, perhaps not a central, but a meaningful
role in higher education. However, the growth of EMI
has not been without challenges and these are not unique
to current internationalization efforts. It may be that we are
seeing the most recent manifestation of longstanding structural
issues in the Japanese higher education sector. When
information technology (IT) was promoted in education in
the 1990s, bureaucratic procedures, lack of technical support,
and resistance to emerging pedagogies were found to
be impediments to effective implementation. For anyone
involved in current EMI implementation, these obstacles
ring familiar. The parallels are striking and, by looking at
the example of IT, we may catch a glimpse of where EMI is
heading and learn where structural changes could be made.
Research Interests:
Brown, H. (2016). Current trends in English-medium instruction at universities in Japan. OnCue Journal, 10(1) 3-20. English-medium Instruction (EMI) of academic subjects is expanding rapidly at universities in Japan without a clear... more
Brown, H. (2016). Current trends in English-medium instruction at universities in Japan. OnCue Journal, 10(1) 3-20.
English-medium Instruction (EMI) of academic subjects is expanding rapidly at universities in Japan without a clear nationwide picture of the context. This study paints such a picture with findings from a nationwide survey of 258 universities with undergraduate EMI programs (response rate 46%, n=118). The survey results cover the scope, scale and organization of EMI programs as well as showing which fields are most often taught in English. Results also reveal some challenges to EMI implementation relating to both faculty and students.
日本の大学において、専門課程の英語による教育（EMI）が急速に広がりつつあるが、全国的な現状の輪郭は明確に描かれていない。本研究は、EMIによる学位プログラムを提供する日本の大学258校を対象に実施した全国的調査によって明らかになった現状を報告する(回答率46%, n=118)。調査結果は、英語による教育が最も多く提供されている分野を示すだけでなく、EMIプログラムの範囲、規模、組織についても取り上げる。また、教員および学生双方のEMI導入に対する課題を明らかにする。
English-medium Instruction (EMI) of academic subjects is expanding rapidly at universities in Japan without a clear nationwide picture of the context. This study paints such a picture with findings from a nationwide survey of 258 universities with undergraduate EMI programs (response rate 46%, n=118). The survey results cover the scope, scale and organization of EMI programs as well as showing which fields are most often taught in English. Results also reveal some challenges to EMI implementation relating to both faculty and students.
日本の大学において、専門課程の英語による教育（EMI）が急速に広がりつつあるが、全国的な現状の輪郭は明確に描かれていない。本研究は、EMIによる学位プログラムを提供する日本の大学258校を対象に実施した全国的調査によって明らかになった現状を報告する(回答率46%, n=118)。調査結果は、英語による教育が最も多く提供されている分野を示すだけでなく、EMIプログラムの範囲、規模、組織についても取り上げる。また、教員および学生双方のEMI導入に対する課題を明らかにする。
Research Interests:
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT. Around the world, the role of English in higher... more
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT.
Around the world, the role of English in higher education is changing. Rather than just an object of study, English is now often the language of instruction. In Japan, universities are currently adopting content and language integrated learning (CLIL) and English-medium instruction (EMI), alongside longstanding content-based instruction (CBI) approaches, to convey academic content in English. However, a shared understanding of the goals and outcomes of these approaches has yet to emerge. We argue that key distinctions are based on the relative positions of language and content in learning objectives and assessment. In CBI, content is a vehicle for language learning: The goal is language learning and students are assessed on language performance. In EMI, learning outcomes are tied directly to the content: Language learning is neither planned for nor assessed. Between these extremes, CLIL is an integrated approach with varying degrees of focus on language and content learning.
世界各国の高等教育において、英語は、学習の対象から教授のための言語ツールへと変わりつつある。日本では長い間、
内容中心の教授法（CBI）が一般的だったが、最近になって大学では内容言語統合型学習（CLIL）や英語による教育（EMI）の採
用が進み、関係者の英語との関わり方も変化した。しかし、こうした新しい取組みの目的や成果に対する明確な共通認識はま
だない。本稿では、EMI、CLIL、CBIの特徴的な違いは学習の目的や評価における言語と内容の相対的な関係性によることを
主張する。CBIの目的は言語習得であって、学習する内容はそのための手段である。学生は、言語のパフォーマンスで評価され
る。一方、EMIの学習成果は、学習する内容と直結している。つまり、EMIの本来の目的は言語習得ではないので、言語のパフォ
ーマンスの評価もしない。CLILは、CBIとEMIの2つの異なる教育方法の中庸の教育法であって、言語学習と内容学習の占める
割合の違いはあっても、その両方の目的を併せ持っている。
Around the world, the role of English in higher education is changing. Rather than just an object of study, English is now often the language of instruction. In Japan, universities are currently adopting content and language integrated learning (CLIL) and English-medium instruction (EMI), alongside longstanding content-based instruction (CBI) approaches, to convey academic content in English. However, a shared understanding of the goals and outcomes of these approaches has yet to emerge. We argue that key distinctions are based on the relative positions of language and content in learning objectives and assessment. In CBI, content is a vehicle for language learning: The goal is language learning and students are assessed on language performance. In EMI, learning outcomes are tied directly to the content: Language learning is neither planned for nor assessed. Between these extremes, CLIL is an integrated approach with varying degrees of focus on language and content learning.
世界各国の高等教育において、英語は、学習の対象から教授のための言語ツールへと変わりつつある。日本では長い間、
内容中心の教授法（CBI）が一般的だったが、最近になって大学では内容言語統合型学習（CLIL）や英語による教育（EMI）の採
用が進み、関係者の英語との関わり方も変化した。しかし、こうした新しい取組みの目的や成果に対する明確な共通認識はま
だない。本稿では、EMI、CLIL、CBIの特徴的な違いは学習の目的や評価における言語と内容の相対的な関係性によることを
主張する。CBIの目的は言語習得であって、学習する内容はそのための手段である。学生は、言語のパフォーマンスで評価され
る。一方、EMIの学習成果は、学習する内容と直結している。つまり、EMIの本来の目的は言語習得ではないので、言語のパフォ
ーマンスの評価もしない。CLILは、CBIとEMIの2つの異なる教育方法の中庸の教育法であって、言語学習と内容学習の占める
割合の違いはあっても、その両方の目的を併せ持っている。
Research Interests: TESOL, CLIL, English as a Foreign Language (EFL), Teaching EFL and Teacher Training, English medium instruction, and 6 moreContent-based instruction, CLIL use in tertiary teaching, English as a medium of instruction, Content and Language Integrated Learning (CLIL), CLIL-based Methodology, and Content Based Instruction (CBI)
English-medium instruction (EMI) of content courses is a growing trend in higher education in Japan. As of 2013, over 1/3 of Japanese universities offered EMI courses, mainly in humanities and social sciences, and this number has been... more
English-medium instruction (EMI) of content courses is a growing trend in higher education in Japan. As of 2013, over 1/3 of Japanese universities offered EMI courses, mainly in humanities and social sciences, and this number has been steadily growing over the past 15 years. The timing of the growth in EMI can be tied to shifts in how internationalization is viewed among higher-education stakeholders, administrative and structural changes at universities, changes in the relationship between universities and the government, and the rising importance of university ranking tables. Underlying rationales for EMI implementation can be understood in terms of wider global trends towards greater internationalization, and the massification of higher education in Japan. Other oft cited rationales for EMI implementation, financial incentives or the inward looking tendencies of Japanese youth, do not appear to be significant drivers.
Brown, H. (2017). Why and why now? Understanding the rapid rise of English-medium instruction in higher education in Japan. Journal of International Studies and Regional Development, 8 1-16
Brown, H. (2017). Why and why now? Understanding the rapid rise of English-medium instruction in higher education in Japan. Journal of International Studies and Regional Development, 8 1-16
Research Interests:
As Japan internationalizes its higher education sector, over 1/3 of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium Instruction (EMI) programs are taught by Japanese faculty, primarily... more
As Japan internationalizes its higher education sector, over 1/3 of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium Instruction (EMI) programs are taught by Japanese faculty, primarily for domestic students. While the classroom language is English, implying some adoption of western pedagogy, the classroom culture remains rooted in Japanese academic norms and practices. Thus, blended norms and practices emerge, creating new needs and challenges for both students and faculty. After a review of the context of EMI in Japan, this paper discusses the development of one undergraduate EMI social sciences program. The focus is on the need for integration of content and language classes and the value of collaboration between content and language faculty. The paper traces the relationship of the English for Academic Purposes (EAP) and EMI programs from a relatively simple cross-disciplinary sharing of information to a more challenging interdisciplinary collaboration. Initially, EAP faculty investigated content faculty's goals, expectations for performance and descriptions of classroom work in order to inform EAP program decision making. As the program developed, the power of interdisciplinary collaboration became a key feature of its design, and faculty members have collaborated successfully in curriculum design, program planning and management, training and professional development, and team-teaching.
Research Interests:
English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all universities currently offering some undergraduate EMI. These programs are developing in response to both national-level drives to... more
English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all universities currently offering some undergraduate EMI. These programs are developing in response to both national-level drives to internationalize higher education and local contextual factors motivating individual universities. This exploratory study seeks to identify local factors in the university community which facilitate or hinder the implementation and development of EMI programs. Results are based on documentary evidence and interview data collected at eight universities. A total of 15 stakeholders from eight undergraduate EMI programs shared their experiences and insights in semi-structured interviews. Findings indicate that implementation and development of EMI programs are influenced by a set of eight overlapping factors: questions of status and position; issues of territoriality; the overall health of the institution; the pace of change; external validation; issues connected to staffing; available support structures; and communication issues. These factors have implications for curriculum design and implementation and may provide an initial roadmap for program planning.
Research Interests:
Over one-third of Japanese universities offer undergraduate content classes taught in English. These classes are often designed for domestic students and serve less than 10% of the student body in most cases. Generally, these classes do... more
Over one-third of Japanese universities offer undergraduate content classes taught in English. These classes are often designed for domestic students and serve less than 10% of the student body in most cases. Generally, these classes do not form full-degree programs taught in English; rather, most English-medium Instruction (EMI) programs are a part of students’ mainly Japanese-medium degree. For language teaching and teachers, EMI seems to have implications in four areas. First, language teachers may have new roles as language programs implement EMI classes. Also, due to EMI, domestic learners' engage with English differently, implying changing needs for language students. In addition, growing EMI also implies both more need and potential for communication between language and content faculty. Finally, the rising popularity of EMI in higher education may lead to positive washback on language teaching in secondary schools.
日本国内にある全大学の約3割の大学が英語による学部専門科目(EMI)を提供している。その多くは、主に日本人学生を対象とする、受講者数が全学生の１割未満の小規模なもので、通常、ほぼ日本語による学位取得プログラムの一部である。EMIの拡充により、言語教育にとっては、次の4つのエリアへの影響が示唆される。まず、言語プログラムがEMI授業を実施する場合、言語教員が新たな役割を担う可能性が推測される。また、日本人学習者は、これまでとは違う形で英語と関わるため、言語教育の内容を変更する必要性があるだろう。さらに、言語教員と専門科目教員との連携が今まで以上に必要になると思われる。最後に、高等教育においてEMI認知度の高まりが、中等教育における言語教育への積極的な波及効果となり得ることを示唆している。
日本国内にある全大学の約3割の大学が英語による学部専門科目(EMI)を提供している。その多くは、主に日本人学生を対象とする、受講者数が全学生の１割未満の小規模なもので、通常、ほぼ日本語による学位取得プログラムの一部である。EMIの拡充により、言語教育にとっては、次の4つのエリアへの影響が示唆される。まず、言語プログラムがEMI授業を実施する場合、言語教員が新たな役割を担う可能性が推測される。また、日本人学習者は、これまでとは違う形で英語と関わるため、言語教育の内容を変更する必要性があるだろう。さらに、言語教員と専門科目教員との連携が今まで以上に必要になると思われる。最後に、高等教育においてEMI認知度の高まりが、中等教育における言語教育への積極的な波及効果となり得ることを示唆している。
Research Interests:
Research Interests:
This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its... more
This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its development. It has revealed how key qualitative insights from an archive of semi-structured interviews, conversational narratives and questionnaires with students, teachers, center staff and university management are marked by their shifting and diverse nature. Findings related to language policy for the center show how initial ‘English only’ regulations have been opposed and amended by stakeholders. Findings focusing on the center stakeholders’ metaphors of self access language learning have changed or been supplemented and show great diversity. Importantly, SALC’s positioning in the wider university has experienced problems with diverse evaluation expectations and, despite considerable financial backing, remains marginalized. Finally, SALC’s integration with university curricula has seen mixed results; the center is connected closely to the English curriculum as taught by non-Japanese, but not to curricula taught by Japanese teachers of English or content subjects. This indicates that integration of university-wide curricula with autonomous modes of learning remains a hurdle. This study may inform other centers seeking to gather data on the diverse voices impacting upon their development.
Research Interests:
CLIL is relatively new in Japan but growing in popularity, particularly in English language-learning contexts. Recent government figures show that as many as one third of all universities offer classes that may be considered CLIL. CLIL is... more
CLIL is relatively new in Japan but growing in popularity, particularly in English language-learning contexts. Recent government figures show that as many as one third of all universities offer classes that may be considered CLIL. CLIL is being adopted both by individual teachers and in department or campus-wide programs. Teachers and administrators may adopt CLIL based on an understanding of its benefits, including the efficiency and effectiveness of its dual focus and the complementary relationship between language and content classes which develops in CLIL contexts. However, in contexts where students have an individual choice to study in a CLIL class, they are unlikely to be aware of the full range of research into these advantages. What then are their choices based on? This qualitative study of a university-level CLIL program in Japan seeks to identify factors involved in students’ choice of CLIL classes. Results from semi-structured interviews with students indicate that when they choose CLIL classes over traditional language classes, they do so with some understanding of the advantages of CLIL, based on their previous learning experiences. Participants cite the dual focus of CLIL classes and the authenticity of purpose which they can provide. The sense of challenge was also noted as setting CLIL apart from more traditional language classes. Students acknowledged that CLIL classes were demanding but chose to join a CLIL class in order to challenge themselves. A final deciding factor seemed to be intellectual curiosity about the content of the CLIL classes. Other factors associated with class choice in general were also revealed including scheduling issues and the reputation of, or a prior relationship with, the teacher. Surprisingly for a Japanese context, the influence of peers and senior students was not seen as a major deciding factor in the choice of CLIL classes.
Research Interests:
English-medium instruction (EMI) of content classes at Japanese universities is growing; approximately 1/4 of universities offer undergraduate EMI classes, often in the humanities and social sciences. However, with individual programs... more
English-medium instruction (EMI) of content classes at Japanese universities is growing; approximately 1/4 of universities offer undergraduate EMI classes, often in the humanities and social sciences. However, with individual programs developing to suit local needs and contexts, there is no overall picture of EMI and no clear sense of the direction this trend is taking. This paper reports initial results from a study attempting to develop just such a picture. A review of published documents and interviews with program stakeholders show that EMI programs take on a variety of forms. Some universities offer ad hoc collections of classes, with individual teachers deciding to teach in English. Others provide full degree-granting programs designed to attract high quality Japanese and international students. A tentative typology of undergraduate EMI in Japan can now be proposed, outlining the size and structure of programs as well as faculty and student body make up.
英語を使った専門科目教育 (EMI)を提供する日本の大学数は、増加してきている。現在、およそ200の大学(全大学数の約1/4に相当)が学部レベルで、ほとんどの場合は、人文学や社会科学分野のEMIプログラムを提供している。しかしながら、それぞれのEMIプログラムは、大学をとりまく状況やニーズに対応するため、独自の成長をしてきている。そのため、EMIの普及に関する全体像は把握されておらず、今後の方向性も明らかではない。この研究は、その全貌を明らかにするための初めての取組みである。一般に公表されている文書の考察やEMIプログラム関係者へのインタビュー結果から、日本のEMIプログラムは多岐にわたっており、その場しのぎ的に設置されているEMIクラスもあれば、国内、海外を問わず優秀な学生を募集することを目的に、すべて英語で授業が行われる学位課程のEMIプログラムとして設置している場合もあることがわかった。暫定的ではあるが、日本における学部レベルのEMI類型論を体系づけし、プログラムの規模や構造、また教員や学生の構成状況の概説を可能にした。
英語を使った専門科目教育 (EMI)を提供する日本の大学数は、増加してきている。現在、およそ200の大学(全大学数の約1/4に相当)が学部レベルで、ほとんどの場合は、人文学や社会科学分野のEMIプログラムを提供している。しかしながら、それぞれのEMIプログラムは、大学をとりまく状況やニーズに対応するため、独自の成長をしてきている。そのため、EMIの普及に関する全体像は把握されておらず、今後の方向性も明らかではない。この研究は、その全貌を明らかにするための初めての取組みである。一般に公表されている文書の考察やEMIプログラム関係者へのインタビュー結果から、日本のEMIプログラムは多岐にわたっており、その場しのぎ的に設置されているEMIクラスもあれば、国内、海外を問わず優秀な学生を募集することを目的に、すべて英語で授業が行われる学位課程のEMIプログラムとして設置している場合もあることがわかった。暫定的ではあるが、日本における学部レベルのEMI類型論を体系づけし、プログラムの規模や構造、また教員や学生の構成状況の概説を可能にした。
Research Interests:
English-medium content classes are becoming more common on Japanese university campuses. When taught by Japanese faculty, the language of instruction may be English but the classroom culture remains grounded in local academic norms. This... more
English-medium content classes are becoming more common on Japanese university campuses. When taught by Japanese faculty, the language of instruction may be English but the classroom culture remains grounded in local academic norms. This has implications for EAP practice at such universities. This study looks at data collected from Japanese faculty working in an English-medium program in the social sciences. The study examines their goals, expectations for student performance and descriptions of classroom practice. Data analysis shows important implications for change in four areas. EAP teachers preparing students for work in a local English-medium program in Japan, rather than for study abroad, may need to reconsider their practice including longer-term focus on a single topic, more one-on-one interaction with students, the addition of translanguaging and a greater focus on academic skills rather than language. Although findings are limited to our local context,
some resonance may be found in similar Japanese universities offering English-medium content instruction and EAP courses preparing students for that purpose.
some resonance may be found in similar Japanese universities offering English-medium content instruction and EAP courses preparing students for that purpose.
Research Interests:
In Japan, offering English-Medium Instruction (EMI) content classes at university is a growing trend and at least 25% of universities make some English-medium courses available to undergraduates. Currently, there is a great deal of... more
In Japan, offering English-Medium Instruction (EMI) content classes at university is a growing trend and at least 25% of universities make some English-medium courses available to undergraduates. Currently, there is a great deal of discussion of, and support for, the role of EMI in internationalizing Japanese universities and serving the needs of international students in the future. However, it does not appear that the influx of international students seen in the past 20 years has been a main driving factor in the growth of many EMI programmes established thus far. Rather, EMI programmes have developed as individual universities acted independently in response to both pressures and opportunities in their local contexts. These contextual factors include universities' concerns about being left behind as elite universities become more internationalized, and their desire to sharpen their image amid growing competition and a shrinking university-aged cohort. In addition, EMI is seen as a possible benefit to domestic students, making them more competitive in the labour market or better preparing them for further study. Finally, language educators in Japan are turning to EMI pedagogies for authenticity and validity in language learning, and to strengthen their own professional identities.
Research Interests:
Research Interests:
Research Interests:
This study focuses on learner reactions to a discussion project based on student-generated materials (SGM). SGM are linked to authenticity, investment in learning, motivation, and positive learning outcomes. However, SGM may represent a... more
This study focuses on learner reactions to a discussion project based on student-generated materials (SGM). SGM are linked to authenticity, investment in learning, motivation, and positive learning outcomes. However, SGM may represent a new and daunting experience for students unaccustomed to participatory learning. This study examines the reaction of Japanese university students to an SGM project based on creating discussion and decision-making scenarios for others to use later. Results from questionnaire data indicate that students have positive feelings about using materials created by peers. They show interest and engagement, and request more opportunities to work with materials created by other students. However, they feel less positively about actually creating such materials. They cite difficulty in finding an appropriate topic and writing clear background information and instructions. The pattern is somewhat related to language level with lower proficiency students showing a stronger preference for using others' materials rather than creating them.
本論は、学生が作成した教材(SGM)を使用したディスカッションプロジェクトへの学習者の反応について検証する。SGMの使用は、学生のやる気を増し、学習成果を向上させ、学習内容や学習するという経験自体にもより強い結びつきを感じさせるという報告がある。しかし、積極的に授業に参加する環境に慣れていない学生にとっては、SGMの作成は、まったく新しい、とまどう経験でもある。本論では、他の学生が授業で使用するSGM作成プロジェクトに参加した、日本の大学生の反応を検証する。具体的には、ディスカッショントピックを決定し、その結果結論を導き出すまでのシナリオの作成を行った。そのSGMを使用した学生からは、自分と同じ立場の学生が作成した教材の使用に対し前向きな反応があった。興味や積極的な取り組みが示され、他の学生が作成した教材をもっと使用したいという意見もあった。一方、適切なトピックの選択や分かりやすい指示をするのは難しいという理由で、自分自身がそういった教材を作成することについては、あまり積極的な反応ではなかった。その傾向はレベルによるところもあり、レベルが低い学生ほど、教材作成よりもそれを使用する立場のほうが良いという意見だった。
本論は、学生が作成した教材(SGM)を使用したディスカッションプロジェクトへの学習者の反応について検証する。SGMの使用は、学生のやる気を増し、学習成果を向上させ、学習内容や学習するという経験自体にもより強い結びつきを感じさせるという報告がある。しかし、積極的に授業に参加する環境に慣れていない学生にとっては、SGMの作成は、まったく新しい、とまどう経験でもある。本論では、他の学生が授業で使用するSGM作成プロジェクトに参加した、日本の大学生の反応を検証する。具体的には、ディスカッショントピックを決定し、その結果結論を導き出すまでのシナリオの作成を行った。そのSGMを使用した学生からは、自分と同じ立場の学生が作成した教材の使用に対し前向きな反応があった。興味や積極的な取り組みが示され、他の学生が作成した教材をもっと使用したいという意見もあった。一方、適切なトピックの選択や分かりやすい指示をするのは難しいという理由で、自分自身がそういった教材を作成することについては、あまり積極的な反応ではなかった。その傾向はレベルによるところもあり、レベルが低い学生ほど、教材作成よりもそれを使用する立場のほうが良いという意見だった。
Research Interests:
There is a wide range of bilingual education programs currently in use in Turkey. Submersion education is often seen with language minority students. In public schools mainstream education with foreign language teaching is common. There... more
There is a wide range of bilingual education programs currently in use in Turkey. Submersion education is often seen with language minority students. In public schools mainstream education with foreign language teaching is common. There are schools operating on the European Schools model and the international schools model. There are also a variety of mixed approaches to bilingual education. One such program is in use in the Ozel Lisesi (Private Secondary School) system in Turkey.
Research Interests:
"This paper outlines a proposed two-level perspective on EAP syllabus design in contexts where content courses are taught in English by local faculty. In English for Local Academic Purposes (ELAP), teachers should understand the academic... more
"This paper outlines a proposed two-level perspective on EAP syllabus design in contexts where content courses are taught in English by local faculty. In English for Local Academic Purposes (ELAP), teachers should understand the academic norms of their local context to meet the needs of students studying in English-medium classes. In English for Specific Local Academic Purposes
(ESLAP), teachers should go deeper to understand the specific needs of the actual students studying in English at their institution. Applying the ELAP / ESLAP perspective to a Japanese case, the researchers found some overlap with western norms including the importance of intertextuality and multimodality, but also some areas where English for Academic Purposes (EAP) practice can benefit from localization, such as through the addition of translanguaging."
(ESLAP), teachers should go deeper to understand the specific needs of the actual students studying in English at their institution. Applying the ELAP / ESLAP perspective to a Japanese case, the researchers found some overlap with western norms including the importance of intertextuality and multimodality, but also some areas where English for Academic Purposes (EAP) practice can benefit from localization, such as through the addition of translanguaging."
Research Interests:
"This paper examines a year in the development of a Self Access Learning Center (SALC) at a small public university in Northern Japan. The SALC was established to support language learning as part of the institution's transition from a... more
"This paper examines a year in the development of a Self Access Learning Center (SALC) at a small public university in Northern Japan. The SALC was established to support language learning as part of the institution's transition from a two-year junior college to a four-year university and as a recently-added part of the university community, its identity, position and role in the school are still evolving.
This paper seeks to document one critical aspect of that evolution. Looking back at the first year of SALC’s operation, the idea of metaphor has emerged as a key concept. Establishing and running SALC has been a clear instance of the importance of metaphors in academic decision making.
"
This paper seeks to document one critical aspect of that evolution. Looking back at the first year of SALC’s operation, the idea of metaphor has emerged as a key concept. Establishing and running SALC has been a clear instance of the importance of metaphors in academic decision making.
"
Research Interests:
This study reports on the steering of a self-access learning center in a Japanese university by its “middle management” committee over the first years of its operation. Middle management practice was informed by an ethnographic archive of... more
This study reports on the steering of a self-access learning center in a Japanese university by its “middle management” committee over the first years of its operation. Middle management practice was informed by an ethnographic archive of various facets of center use, particularly concerning language policy and curriculum integration, issues about which the archive reveals considerable shifts in stakeholder views over time. It is argued that this evidence-based middle management style has been an effective, but sometimes limited, means in decision-making as it succeeds in placing research at the center of middle management activity, not at its periphery.
Research Interests:
Students in Japan are regularly exposed to subtextual messages about English and language learning both in school and in the popular media. Many of the role models in these contexts may not be a positive influence on learners’ attitudes... more
Students in Japan are regularly exposed to subtextual messages about English and language learning both
in school and in the popular media. Many of the role models in these contexts may not be a positive influence
on learners’ attitudes towards English. The idea that English is remote, difficult, and irrelevant can be
reinforced by the behavior and attitudes of current role models including Japanese teachers of English as
well as media and entertainment figures. This study aims to counteract this trend by showcasing effective
language learning role models within a small-scale case of a single school community. Results indicate that
viewing videos of non-English specialist faculty members using English has a positive effect on students’
motivation, confidence, and sense of connection to English."
in school and in the popular media. Many of the role models in these contexts may not be a positive influence
on learners’ attitudes towards English. The idea that English is remote, difficult, and irrelevant can be
reinforced by the behavior and attitudes of current role models including Japanese teachers of English as
well as media and entertainment figures. This study aims to counteract this trend by showcasing effective
language learning role models within a small-scale case of a single school community. Results indicate that
viewing videos of non-English specialist faculty members using English has a positive effect on students’
motivation, confidence, and sense of connection to English."
Research Interests:
In one language school, learners who participated in TOEIC preparation courses that relied on the traditional discreet point analysis style were thought to have four main problems: a lack of fit between classroom materials and actual... more
In one language school, learners who participated in TOEIC preparation courses that relied on the traditional discreet point analysis style were thought to have four main problems: a lack of fit between classroom materials and actual TOEIC tests, a lack of focus on meaning, low tolerance for ambiguity, and insufficient reading speed. Discreet point analysis preparation appeared ineffective. A literature review shows several different alternative approaches in the past which had contradictory or inconclusive results. This study, focused on graded reading for TOEIC preparation, has found that it can be very effective if the learners are convinced of its value. In the study, learners initially
discounted the value of graded reading. Even though learners felt the reading was improving their reading speed and fluency, they did not see a connection to TOEIC success. Learners’ valuations of the reading program improved significantly after a mock TOEIC test was administered.
discounted the value of graded reading. Even though learners felt the reading was improving their reading speed and fluency, they did not see a connection to TOEIC success. Learners’ valuations of the reading program improved significantly after a mock TOEIC test was administered.
Research Interests:
Research Interests:
Interactional competence is a set of skills needed to manage the flow of a conversation. Managing the flow of a conversation can be a complicated and daunting task for EFL learners. Their deficiencies in this area may come about as a... more
Interactional competence is a set of skills needed to manage the flow of a conversation. Managing the flow of a conversation can be a complicated and daunting task for EFL learners. Their deficiencies in this area may come about as a result of sociopsychological factors, deficits in sociocultural understanding or from a lack of appropriate linguistic resources. This study looks at the results of assigning conversation roles to students in an attempt to equip them with the linguistic skills necessary to manage conversation flow. A group of intermediate level students were observed before and after a 3-week treatment with assigned roles in class. The results do not show improvement in the students' ability to manage a conversation following the treatment, suggesting that specific linguistic deficits are not the sole or primary cause of the lack of interactional competence.
Research Interests:
A pilot project to establish a self access language learning centre (LLC) is currently underway at NUIS. This paper profiles the project including the educational and philosophical basis of self access learning and learner autonomy as... more
A pilot project to establish a self access language learning centre (LLC) is currently underway at NUIS. This paper profiles the project including the educational and philosophical basis of self access learning and learner autonomy as well as the practical benefits an LLC would bring to both the school and the students. It also describes the action plan for establishing the LLC. A successful LLC must balance questions of space, materials, systems and personnel. The paper also outlines the political, academic and logistical elements of the project.
Research Interests:
Japanese learners of English often have low self efficacy, lack socially defined linguistic self-confidence and are demotivated by their low self-confidence and the image that English is difficult and/or not for them. To give students... more
Japanese learners of English often have low self efficacy, lack socially defined linguistic self-confidence and are demotivated by their low self-confidence and the image that English is difficult and/or not for them. To give students positive role models and help them redefine their self-images, mainstream Japanese faculty members were interviewed in English on video. They answered discussion questions from the English program. The resulting interviews were used as the basis of English class listening and discussion materials. The students reacted very positively to the videos and reported increased attention, motivation and sense of connection to English.
Research Interests:
Due to differences in the syllable systems of Japanese and English, Japanese EFL learners often exhibit a distinctive accent due to the addition of vowel sounds creating extra syllables in English words. With its focus on the number of... more
Due to differences in the syllable systems of Japanese and English, Japanese EFL learners often exhibit a distinctive
accent due to the addition of vowel sounds creating extra syllables in English words. With its focus on the number
of syllables used, formal haiku is a potential resource for consciousness raising activities aimed at reducing this accent.
In this study video clips of student discourse were analysed in order to determine the effect that studying and writing original haiku has on the number of extra syllables in unplanned speech.
Post test videos show a statistically significant reduction in the rate of words pronounced with extra syllables (errors per 10 words spoken).
accent due to the addition of vowel sounds creating extra syllables in English words. With its focus on the number
of syllables used, formal haiku is a potential resource for consciousness raising activities aimed at reducing this accent.
In this study video clips of student discourse were analysed in order to determine the effect that studying and writing original haiku has on the number of extra syllables in unplanned speech.
Post test videos show a statistically significant reduction in the rate of words pronounced with extra syllables (errors per 10 words spoken).
Research Interests:
日本人英語学習者は、自信にまつわる問題を抱え込みがちである。自分自身をバイリンガルとして、または英語話者として認識することができず、結果としてやる気を失ってしまう。本研究は、英語教育を専門としない専門課程日本人教授の英語インタビュープロジェクトの調査結果である。撮影されたビデオは、リスニングや討論を中心に学習する英語レッスンで主要教材として使用した。このプロジェクトの目的、方法、結果について、以下記述する。
Research Interests:
English classes in Japan are often taught through the medium of Japanese. This sends the message that English is a subject of study rather than a means of communication. A great deal of recent research and pedagogical work has gone into... more
English classes in Japan are often taught through the medium of Japanese. This sends the message that English is a subject of study rather than a means of communication. A great deal of recent research and pedagogical work has gone into encouraging more classroom English use by Japanese Teachers of English in order to provide positive role models of language use to students. Along with this, other content area faculty members can become role models for students' English success. Results of this study indicate that viewing videos of non-English specialist faculty members using English has a strongly positive effect on students' motivation, confidence and sense of connection to English.
Research Interests:
"In EFL classes around the world, critical thinking is becoming more of a central theme and it is a goal of many language programs. This is especially true in the popular field of global issues. A quick survey of any major publisher’s... more
"In EFL classes around the world, critical thinking is becoming more of a central theme and it is a goal of many language programs. This is especially true in the popular field of global issues. A quick survey of any major publisher’s catalogue will show a number of titles dedicated to developing English skills while learning about global issues. These books promote the idea of becoming a critical thinker, which is seen as both a goal and a necessary element of global issues courses. This paper examines the use of literature circles to help students develop
critical thinking abilities by bringing literature into the global issues curriculum. Using literature in content based instruction classes can personalize remote issues and help make students more aware of their own attitudes. The process of analysis used in literature circles helps develop the analytical skills and self-evaluative stance needed to develop critical thinking."
critical thinking abilities by bringing literature into the global issues curriculum. Using literature in content based instruction classes can personalize remote issues and help make students more aware of their own attitudes. The process of analysis used in literature circles helps develop the analytical skills and self-evaluative stance needed to develop critical thinking."
Research Interests:
Research Interests:
In Japan, English classes are generally conducted in Japanese. This leads to a perception of English as a subject of study rather than a means of communication. In recent years, a great deal of research has been aimed at increasing the... more
In Japan, English classes are generally conducted in Japanese. This leads to a perception of English as a subject of study rather than a means of communication. In recent years, a great deal of research has been aimed at increasing the use of English by Japanese English teachers. But other members of the school faculty are also appropriate language learning role models for students. This study looks at the impact of exposing students to non-English specialist faculty members known to the students using English for authentic communication. Improvements were seen in students’ attitudes towards English and language learning in general, along with a greater sense of connection to English among the students in the study group.
日本における英語授業は、日本語で行われる。このため、コミュニケーションのための英語というよりも、１つの教科というイメージを学生に与えてしまう。多くの近年の研究や教育活動は、学生に対する良き言語モデルとして日本人教員が授業中に積極的に英語を使用することを推奨している。それとともに、英語以外の授業を担当する教員も学生の英語学習のための良きロールモデルになり得る。本研究では、英語教育を専門とせず、また英語が母国語でない教員が英語を話している様子をビデオで撮影し、その様子を学生が見ることによって、学生の英語学習に対するやる気や自信、また英語を身近に感じるといった大きな利点があることがわかった。
日本における英語授業は、日本語で行われる。このため、コミュニケーションのための英語というよりも、１つの教科というイメージを学生に与えてしまう。多くの近年の研究や教育活動は、学生に対する良き言語モデルとして日本人教員が授業中に積極的に英語を使用することを推奨している。それとともに、英語以外の授業を担当する教員も学生の英語学習のための良きロールモデルになり得る。本研究では、英語教育を専門とせず、また英語が母国語でない教員が英語を話している様子をビデオで撮影し、その様子を学生が見ることによって、学生の英語学習に対するやる気や自信、また英語を身近に感じるといった大きな利点があることがわかった。
Research Interests:
This case study re-envisions the objectives of an English for Academic Purposes (EAP) program as taught by expatriate staff in a Japanese university. EAP courses in Japan often assume students will study in English speaking countries and... more
This case study re-envisions the objectives of an English for Academic Purposes (EAP) program as taught by expatriate staff in a Japanese university. EAP courses in Japan often assume students will study in English speaking countries and prepare them for a western academic experience. However, increasingly English medium content courses are offered in Japanese schools. These courses, while conducted in English are nevertheless grounded in a Japanese academic context and its customs. This qualitative study examines the values and opinions of Japanese Kiso Semi (a fundamental academic skills preparation seminar) teachers through questionnaires and interviews to better inform EAP decision-making. Findings reveal insights into both Japanese academic norms and Japanese faculty expectations for student behavior and performance. Understanding these norms and expectations has lead to a questioning of current EAP curriculum design and a proposed localization of that design. This has implications for specific EAP course objectives, particularly in terms of the importance of intertextuality, multimodality, the role of critical thinking, and the possible transferability of skills between content and language classes.
Research Interests:
As English medium content courses are increasing at Japanese universities, institutions struggle with how to best support content specialist faculty members who are required to teach content courses to L2 learners. This paper describes... more
As English medium content courses are increasing at Japanese universities, institutions struggle with how to best support content specialist faculty members who are required to teach content courses to L2 learners. This paper describes the early stages of a Teaching Lab that was established at a small university in response to that situation. The Teaching Lab aimed to both support non-native English speaking faculty who will be teaching content subjects to Japanese students while utilizing English, and to encourage more teachers to use English in their content courses. The political and educational challenges and limitations experienced in the first year of the Teaching Lab are explained in detail.
Research Interests:
Bilingual education has a long, well studied history. Content education delivered in a learner’s second language shows clear benefits in the development of both the first and second languages as well as improvements in content learning... more
Bilingual education has a long, well studied history. Content education delivered in a learner’s second language shows clear benefits in the development of both the first and second languages as well as improvements in content learning and cognitive development. If, however, a bilingual education program is not well implemented, these benefits are not realized. In the Japanese context Content and Language Integrated Learning (CLIL) seems to be an appropriate methodology to use in order to achieve the potential benefits of bilingual education. With care given to staffing and administrative issues, the development of appropriate pedagogical competencies and the academic culture of the institution, a CLIL program has the potential to deliver positive outcomes in language and content learning for institutions in Japan and their students.
Research Interests:
This study has shown how stakeholders of a new Self Access Learning Center (SALC) co-construct views about the center’s development though conversational narratives. Conversational narratives are a means in this study to provide important... more
This study has shown how stakeholders of a new Self Access Learning Center (SALC) co-construct views about the center’s development though conversational narratives. Conversational narratives are a means in this study to provide important insights into SALC’s growth and also represent sites of valuable social practice to strengthen collegiality among its participants. This dialogic process illustrates a diversity of perspectives which have emerged over the first year in its growth, and which inform the center’s management on metaphors of self access, language policy, its integration with university curricula, and how it and its staff are positioned in the organization. As part of a larger ethnographic study into the center, these unscripted, free-form dialogues are valued because they mirror the flat hierarchical structure which the center aims to support in its community of practice to legitimize its participants’ voices.
Research Interests:
This study has illustrated how a long-term ethnographic approach of archiving data and profiling its key participants represents an effective means of revealing perceptions of a new Self-Access Learning Center (SALC) within a university... more
This study has illustrated how a long-term ethnographic approach of archiving data and profiling its key participants represents an effective means of revealing perceptions of a new Self-Access Learning Center (SALC) within a university in Japan. This on-going process of conducting qualitative interviews and conversational narratives with center staff, accompanied by student questionnaires, has required methodological reduction of the large amount of ensuing data. Such a process is achieved by a combination of
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crystallization of themes emerging from dialogues, and analysis of questionnaire data from various perspectives. This methodology reflects the researchers‘ wishes to investigate the self-access center where they work in a manner more locally situated, co-constructive and, importantly, in one which accords voice and agency to peripheral SALC stakeholders. As a study for the purpose of the continuous improvement of practice, the triangulated methodology employed to gather and analyze data can be adopted by other self-access centers seeking a rich, diverse body of evidence and an analytical framework to respond to the pedagogical and institutional environment where they operate.
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crystallization of themes emerging from dialogues, and analysis of questionnaire data from various perspectives. This methodology reflects the researchers‘ wishes to investigate the self-access center where they work in a manner more locally situated, co-constructive and, importantly, in one which accords voice and agency to peripheral SALC stakeholders. As a study for the purpose of the continuous improvement of practice, the triangulated methodology employed to gather and analyze data can be adopted by other self-access centers seeking a rich, diverse body of evidence and an analytical framework to respond to the pedagogical and institutional environment where they operate.
Research Interests:
This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its... more
This study has traced the growth of a new facility intended to promote independent language study in a
Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the
first two years of its development. It has revealed how key qualitative insights from an archive of semistructured
interviews, conversational narratives and questionnaires with students, teachers, center staff and
university management are marked by their shifting and diverse nature. Findings related to language policy for
the center show how initial ‘English only’ regulations have been opposed and amended by stakeholders.
Findings focusing on the center stakeholders’ metaphors of self access language learning have changed or been
supplemented and show great diversity. Importantly, SALC’s positioning in the wider university has
experienced problems with diverse evaluation expectations and, despite considerable financial backing,
remains marginalized. Finally, SALC’s integration with university curricula has seen mixed results; the center
is connected closely to the English curriculum as taught by non-Japanese, but not to curricula taught by
Japanese teachers of English or content subjects. This indicates that integration of university-wide curricula
with autonomous modes of learning remains a hurdle. This study may inform other centers seeking to gather
data on the diverse voices impacting upon their development.
Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the
first two years of its development. It has revealed how key qualitative insights from an archive of semistructured
interviews, conversational narratives and questionnaires with students, teachers, center staff and
university management are marked by their shifting and diverse nature. Findings related to language policy for
the center show how initial ‘English only’ regulations have been opposed and amended by stakeholders.
Findings focusing on the center stakeholders’ metaphors of self access language learning have changed or been
supplemented and show great diversity. Importantly, SALC’s positioning in the wider university has
experienced problems with diverse evaluation expectations and, despite considerable financial backing,
remains marginalized. Finally, SALC’s integration with university curricula has seen mixed results; the center
is connected closely to the English curriculum as taught by non-Japanese, but not to curricula taught by
Japanese teachers of English or content subjects. This indicates that integration of university-wide curricula
with autonomous modes of learning remains a hurdle. This study may inform other centers seeking to gather
data on the diverse voices impacting upon their development.
Research Interests:
Japanese universities are currently undergoing a dramatic shift towards greater internationalization with student mobility, cross-border collaboration, and internationalization-at-home initiatives being prioritized at the national and... more
Japanese universities are currently undergoing a dramatic shift towards greater internationalization with student mobility, cross-border collaboration, and internationalization-at-home initiatives being prioritized at the national and institutional levels. While this intensified focus on internationalization is recent, the implementation process being followed has been seen before. Looking at an historical precedent may help stakeholders involved in current innovations see a larger picture and understand how innovations are adopted. This presentation traces the adoption of information technology (IT) in Japanese higher education in the 1990s and shows how current internationalization efforts are following a similar trajectory. Early IT initiatives were largely volunteer-based and faculty-led, with only limited support from non-specialist administrators. Competitive grants funded initial large-scale implementation, with most resources going to elite universities. Less prestigious universities adopted IT later, without a clear mandate or nation-wide strategy. In many cases, implementation was driven by numerical targets, rather than performance-based goals. IT was seen as an addition: a layer added to existing administrative and curricular structures, rather than as an impetus for deep structural change. Implementation was also characterised by a lack of support for end users, faculty and students, and a lack of consideration of long-term effects. Stakeholders in current internationalization efforts may readily see somewhat discouraging parallels to the experience of IT implementation but there is cause for optimism. Despite problematic implementation, IT has evolved into a stable, integral part of higher education over the past 20 years. In the future, the same could be said of the internationalization of higher education.
Research Interests:
Approximately one-third of Japanese universities offer undergraduate content classes taught in English. These are largely designed for domestic students, mostly serving less than 10% of the student body. Generally, these are not... more
Approximately one-third of Japanese universities offer undergraduate content classes taught in English. These are largely designed for domestic students, mostly serving less than 10% of the student body. Generally, these are not full-degree programs; rather, English-medium Instruction (EMI) classes are a part of students’ mainly Japanese-medium degree program. EMI is more often an ad hoc collection of classes than an integrated program, though there is a trend towards larger, more codified programs. For language teaching, the growth of EMI seems to have implications in four areas. First, language teachers may have new roles as language programs implement EMI classes. Also, due to EMI, domestic learners' engage with English differently, implying changing needs for language students. Growing EMI also implies more need for communication between language and content faculty. Finally, the growing popularity of EMI in higher education may lead to positive washback on language teaching in secondary schools.
Research Interests:
As Japan moves towards internationalization of higher education, approximately 30% of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium instruction (EMI) programs are taught by Japanese... more
As Japan moves towards internationalization of higher education, approximately 30% of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium instruction (EMI) programs are taught by Japanese faculty, primarily for domestic students. So while the classroom language is English, implying adoption of some western patterns of teaching and learning, the classroom culture remains rooted in Japanese academic norms. Thus, a blended academic culture, what Whitchurch (2008) calls an academic third space, is emerging, creating new needs for students and new challenges for faculty. This presentation begins by reviewing the context of EMI in Japan and then discusses the development of one undergraduate social sciences program. The focus is on the need for integration of content and language classes and the value of collaboration between content and language faculty.
At the outset of the EMI program, EAP faculty anticipated and investigated potential new needs. Examining content faculty's stated goals, expectations for performance and descriptions of classroom work, four main implications for practice in pre-sessional EAP emerged: longer-term focus on a single topic; more one-on-one interaction with students; a larger role for the students' L1; and greater focus on academic skills rather than language proficiency. These findings, along with data on student perceptions of CLIL and analysis of L1/L2 citations in written reports, became the core of a project undertaken to adapt the EAP program. The goal was to develop innovative approaches to EAP in light of the EMI program and the developing blended academic culture. Innovations included: a role for translanguaging and plurilingual goals; the use of CLIL as to bridge language and content classes; and the power of collaboration and integration between content and language teachers. Content and language faculty have collaborated successfully in: curriculum design; program planning and management; training and professional development; and team-teaching.
At the outset of the EMI program, EAP faculty anticipated and investigated potential new needs. Examining content faculty's stated goals, expectations for performance and descriptions of classroom work, four main implications for practice in pre-sessional EAP emerged: longer-term focus on a single topic; more one-on-one interaction with students; a larger role for the students' L1; and greater focus on academic skills rather than language proficiency. These findings, along with data on student perceptions of CLIL and analysis of L1/L2 citations in written reports, became the core of a project undertaken to adapt the EAP program. The goal was to develop innovative approaches to EAP in light of the EMI program and the developing blended academic culture. Innovations included: a role for translanguaging and plurilingual goals; the use of CLIL as to bridge language and content classes; and the power of collaboration and integration between content and language teachers. Content and language faculty have collaborated successfully in: curriculum design; program planning and management; training and professional development; and team-teaching.
Research Interests:
The number of institutions offering English-medium instruction of content classes (EMI) is growing in Japan. Along with high profile programs at elite universities, innovations in EMI are developing across the country. According to... more
The number of institutions offering English-medium instruction of content classes (EMI) is growing in Japan. Along with high profile programs at elite universities, innovations in EMI are developing across the country. According to government sources, at least 194 universities currently offer some undergraduate EMI courses, often in humanities and social sciences. However, individual EMI programs are developing to suit local needs and contexts. Some are fully-developed, degree-granting programs while others have much less coherence. Currently there is no overall picture of the growth of EMI and no clear indication of what the future implications for Japanese higher education might be. This presentation focuses on the initial results of a study attempting to develop just such a picture. Based on a review of published documents, interviews with EMI program stakeholders and a survey sent to all universities known to offer EMI, results show that EMI programs in Japan exist along a continuum from ad hoc collections of EMI classes scattered across faculties, based on individual teachers' decisions to teach in English, to entire campuses running in English. A tentative typology of undergraduate EMI in Japan can now be proposed to outline the motivations, goals, makeup and pedagogies of programs. This allows a discussion of possible implications of this new trend to proceed on a solid foundation: a real understanding of the current state of EMI in Japan.
Research Interests:
"The number of institutions offering English-medium content classes is growing in Japan. According to MEXT, as of 2006 at least 194 universities offer some undergraduate EMI courses, often in humanities and social sciences. However,... more
"The number of institutions offering English-medium content classes is growing in Japan. According to MEXT, as of 2006 at least 194 universities offer some undergraduate EMI courses, often in humanities and social sciences. However, individual EMI programs are developing to suit local needs and contexts. Currently there is no overall picture of the growth of EMI and no clear indication of how this new context for English use will influence language teaching in Japan. This presentation focuses on the initial results of a study attempting to develop just such a picture. Reviewing published documents of all schools offering EMI and conducting interviews with EMI program stakeholders at 8 universities, we found that EMI programs in Japan exist along a continuum from loose collections of EMI classes scattered across faculties, based on individual teachers' decisions to teach in English, to fully developed degree-granting programs designed to attract the best and brightest of both Japanese and international students. The presenters have formulated a tentative typology, outlining the motivations, goals, makeup and pedagogies of representative archetype EMI programs: A few classes across the curriculum, Semi-structured department-level classes, Integrated departmental program, Extra-departmental +α program, One (or more) degree programs taught in English, Whole campus run in English. The presentation ends with an overview of future directions for research and a discussion of possible implications of this growing trend for language teaching, especially within EAP.
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Research Interests:
"Content and Language Integrated Learning (CLIL) is growing in popularity around the world. It is being adopted both by individual teachers in isolated classes and in regional or nationwide programs. Teachers and administrators adopt... more
"Content and Language Integrated Learning (CLIL) is growing in popularity around the world. It is being adopted
both by individual teachers in isolated classes and in regional or nationwide programs. Teachers and administrators
adopt CLIL based on an understanding of its benefits including the efficiency and effectiveness for learning of its
dual focus and the complementary rather than competitive relationship between language and content classes
which develops in CLIL contexts. However, in contexts where students have an individual choice to study in a CLIL
class, students are unlikely to be aware of the breadth of research results on advantages of CLIL. What then drives
their decision to join a CLIL class? In cases where students choose between CLIL and content classes delivered in
their L1, the choice is often linked to future professional advantage associated with fluency in the L2. In cases
where students choose between CLIL and more traditional language classes the reasons for the choice are less
clear. Initial qualitative studies of a university-level CLIL program in Japan indicate that when students chose CLIL
classes over straightforward language classes, they are doing so with some understanding of the advantages of
CLIL but are also basing their decision on other factors including their relationship with the teacher, the perceived
level of difficulty of the CLIL class, and their interest in the content covered in class.
Presentation video available at
http://www.youtube.com/watch?v=80Jvem9_XOo&feature=youtu.be
both by individual teachers in isolated classes and in regional or nationwide programs. Teachers and administrators
adopt CLIL based on an understanding of its benefits including the efficiency and effectiveness for learning of its
dual focus and the complementary rather than competitive relationship between language and content classes
which develops in CLIL contexts. However, in contexts where students have an individual choice to study in a CLIL
class, students are unlikely to be aware of the breadth of research results on advantages of CLIL. What then drives
their decision to join a CLIL class? In cases where students choose between CLIL and content classes delivered in
their L1, the choice is often linked to future professional advantage associated with fluency in the L2. In cases
where students choose between CLIL and more traditional language classes the reasons for the choice are less
clear. Initial qualitative studies of a university-level CLIL program in Japan indicate that when students chose CLIL
classes over straightforward language classes, they are doing so with some understanding of the advantages of
CLIL but are also basing their decision on other factors including their relationship with the teacher, the perceived
level of difficulty of the CLIL class, and their interest in the content covered in class.
Presentation video available at
http://www.youtube.com/watch?v=80Jvem9_XOo&feature=youtu.be
Research Interests:
In EFL classes around the world, critical thinking is becoming more of a central theme and it is a goal of many language programs. This is especially true in the popular field of global issues. A quick survey of any major publisher’s... more
In EFL classes around the world, critical thinking is becoming more of a central theme and it is a goal of many language programs. This is especially true in the popular field of global issues. A quick survey of any major publisher’s catalogue will show a number of titles dedicated to developing English skills while learning about global issues. These books promote the idea of becoming a critical thinker, which is seen as both a goal and a necessary element of global issues courses. This paper examines the use of literature circles to help students develop
critical thinking abilities by bringing literature into the global issues curriculum. Using literature in content based instruction classes can personalize remote issues and help make students more aware of their own attitudes. The process of analysis used in literature circles helps develop the analytical skills and self-evaluative stance needed to develop critical thinking
critical thinking abilities by bringing literature into the global issues curriculum. Using literature in content based instruction classes can personalize remote issues and help make students more aware of their own attitudes. The process of analysis used in literature circles helps develop the analytical skills and self-evaluative stance needed to develop critical thinking
Research Interests:
多くの教師が、多読学習は、読むスピード、単語力、理解力をアップすることができるTOEICテスト対策には、大変有効な勉強方法であるとする一方、多くの学生は、TOEICに直接関係ないものとして多読学習を拒む傾向がある。 この研究は、生徒が多読学習のおかげで、読むスピードや理解力がアップしたことを認めつつも、TOEICスコアアップが多読学習の結果であるとは認識していないことを示している。 "In one language school, learners who... more
多くの教師が、多読学習は、読むスピード、単語力、理解力をアップすることができるTOEICテスト対策には、大変有効な勉強方法であるとする一方、多くの学生は、TOEICに直接関係ないものとして多読学習を拒む傾向がある。 この研究は、生徒が多読学習のおかげで、読むスピードや理解力がアップしたことを認めつつも、TOEICスコアアップが多読学習の結果であるとは認識していないことを示している。
"In one language school, learners who participated in TOEIC preparation courses that relied on the traditional discreet point analysis style were thought to have four main problems: a lack of fit between classroom materials and actual TOEIC tests, a lack of focus on meaning, low tolerance for ambiguity, and insufficient reading speed. Discreet point analysis preparation appeared ineffective. A literature review shows several different alternative approaches in the past which had contradictory or inconclusive results. This study, focused on graded reading for TOEIC preparation, has found that it can be very effective if the learners are convinced of its value. In the study, learners initially
discounted the value of graded reading. Even though learners felt the reading was improving their reading speed and fluency, they did not see a connection to TOEIC success. Learners’ valuations of the reading program improved significantly after a mock TOEIC test was administered.
"In one language school, learners who participated in TOEIC preparation courses that relied on the traditional discreet point analysis style were thought to have four main problems: a lack of fit between classroom materials and actual TOEIC tests, a lack of focus on meaning, low tolerance for ambiguity, and insufficient reading speed. Discreet point analysis preparation appeared ineffective. A literature review shows several different alternative approaches in the past which had contradictory or inconclusive results. This study, focused on graded reading for TOEIC preparation, has found that it can be very effective if the learners are convinced of its value. In the study, learners initially
discounted the value of graded reading. Even though learners felt the reading was improving their reading speed and fluency, they did not see a connection to TOEIC success. Learners’ valuations of the reading program improved significantly after a mock TOEIC test was administered.
Research Interests:
Language classes are often isolated from the mainstream curriculum. The content, methods and goals of a university EFL program can often be very different from the mainstream classes the students take. However, there are many benefits... more
Language classes are often isolated from the mainstream curriculum. The content, methods and goals of a university EFL program can often be very different from the mainstream classes the students take. However, there are many benefits from coordinating the two curricula. By changing the content and topics of the EFL classes to line up with mainstream class topics, teachers can give students a deeper learning experience. Students tend to learn both the language and the content more fully. This presentation outlines some techniques that can be used to coordinate EFL and mainstream curricula.
Research Interests:
Due to differences in the syllable systems of Japanese and English, Japanese EFL learners often exhibit a distinctive accent due to epenthesis, the addition of vowel sounds creating extra syllables, in English words. With its focus on... more
Due to differences in the syllable systems of Japanese and English, Japanese EFL learners often exhibit a distinctive
accent due to epenthesis, the addition of vowel sounds creating extra syllables, in English words. With its focus on the number
of syllables used, formal haiku is a potential resource for consciousness raising activities aimed at reducing this accent.
In this study video clips of student discourse were analyzed in order to determine the effect that studying and writing original haiku has on the number of extra syllables in unplanned speech.
Post test videos show a statistically significant reduction in the rate of words pronounced with extra syllables (errors per 10 words spoken)
accent due to epenthesis, the addition of vowel sounds creating extra syllables, in English words. With its focus on the number
of syllables used, formal haiku is a potential resource for consciousness raising activities aimed at reducing this accent.
In this study video clips of student discourse were analyzed in order to determine the effect that studying and writing original haiku has on the number of extra syllables in unplanned speech.
Post test videos show a statistically significant reduction in the rate of words pronounced with extra syllables (errors per 10 words spoken)
Research Interests:
日本人英語学習者は、低い自己効力感や英語は難しく自分達にはむいていないという思いこみなどから、学習意欲をなくしてしまいがちだ。
英語学習者に対しポジティブなロールモデルを提供し、自己イメージの再確立を促すため、英語プログラムの討論議題に関する日本人教師（英語教育を専門としない）の英語インタビューを撮影した。そのビデオ映像をレッスンで使用した。
その結果、生徒からは、英語学習に対する興味ややる気が増し、英語を身近に感じるようになったと好評だった。
英語学習者に対しポジティブなロールモデルを提供し、自己イメージの再確立を促すため、英語プログラムの討論議題に関する日本人教師（英語教育を専門としない）の英語インタビューを撮影した。そのビデオ映像をレッスンで使用した。
その結果、生徒からは、英語学習に対する興味ややる気が増し、英語を身近に感じるようになったと好評だった。
Research Interests:
English classes in Japan are often taught through the medium of Japanese. This sends the message that English is a subject of study rather than a means of communication. A great deal of recent research and pedagogical work has gone into... more
English classes in Japan are often taught through the medium of Japanese. This sends the message that English is a subject of study rather than a means of communication. A great deal of recent research and pedagogical work has gone into encouraging more classroom English use by Japanese Teachers of English in order to provide positive role models of language use to students. Along with this, other content area faculty members can become role models for students’ English success. Results of this study indicate that viewing videos of non-English specialist faculty members using English has a strongly positive effect on students’ motivation, confidence and sense of connection to English.
Research Interests:
The work of Murphey (2000) and others on near peer role models (NPRM) has focused on the motivational power of classmates and others close to learners. It harnesses the so called senpai-effect to give learners a model of language use... more
The work of Murphey (2000) and others on near peer role models (NPRM) has focused on the motivational power of classmates and others close to learners. It harnesses the so called senpai-effect to give learners a model of language use which is inside their zone of proximal development. This presentation argues that the meaning of near in NPRM can be expanded to include members of the learners’ academic community i.e.-faculty members. There is a strong foundation in LI education of the strength of faculty role models based on ethnic and gender lines. In the Japanese context, Non-ELT Japanese faculty members who speak English have a strong potential to be role models for their students’ language learning. Students should be exposed to confident L2 speakers from their own community. Results from a guest speaker program and a video based materials development project show strong indications of positive changes in attitudes towards English specifically, and language learning in general.
Research Interests:
This paper examines a year in the development of a Self Access Learning Center (SALC) at a small public university in Northern Japan. The SALC was established to support language learning as part of the institution's transition from a... more
This paper examines a year in the development of a Self Access Learning Center (SALC) at a small public university in Northern Japan. The SALC was established to support language learning as part of the institution's transition from a two-year junior college to a four-year university and as a recently-added part of the university community, its identity, position and role in the school are still evolving.
This paper seeks to document one critical aspect of that evolution. Looking back at the first year of SALC’s operation, the idea of metaphor has emerged as a key concept. Establishing and running SALC has been a clear instance of the importance of metaphors in academic decision making.
This paper seeks to document one critical aspect of that evolution. Looking back at the first year of SALC’s operation, the idea of metaphor has emerged as a key concept. Establishing and running SALC has been a clear instance of the importance of metaphors in academic decision making.
Research Interests:
English-medium instruction (EMI) is a growing trend in higher education around the world. In Japan, EMI has recently expanded dramatically and over one-third of Japanese universities now have EMI programs serving both international and... more
English-medium instruction (EMI) is a growing trend in higher education around the world. In Japan, EMI has recently expanded dramatically and over one-third of Japanese universities now have EMI programs serving both international and domestic students. Amid this rapid growth, much of the EMI development has been ad hoc or characterized by difficult implementation. EMI stakeholders face critical linguistic, cultural, administrative, and institutional challenges. This study explores good practice in EMI programs in Japan by presenting a longitudinal view of four newly implemented undergraduate EMI programs.
Findings indicate that the success of an EMI program depends on how stakeholders deal with issues related to program plarming and curriculum development. Effective communication among EMI stakeholders, and between program-level and university leaders, is a key factor in planning, as is the selection, recruiting, and support of faculty members. Stakeholders also need to be aware of the program's position in the university community and how program budgeting may influence its development. The curriculum must be designed based on a realistic understanding of students' incoming language proficiency and has to include effective means to measure and support that proficiency. EMI programs should also strive for internal coherence and meaningful connections to mainstream Japanese-medium programs.
Findings indicate that the success of an EMI program depends on how stakeholders deal with issues related to program plarming and curriculum development. Effective communication among EMI stakeholders, and between program-level and university leaders, is a key factor in planning, as is the selection, recruiting, and support of faculty members. Stakeholders also need to be aware of the program's position in the university community and how program budgeting may influence its development. The curriculum must be designed based on a realistic understanding of students' incoming language proficiency and has to include effective means to measure and support that proficiency. EMI programs should also strive for internal coherence and meaningful connections to mainstream Japanese-medium programs.
Research Interests:
English-medium instruction at universities in Japan is expanding rapidly with more universities offering new programs and existing programs expanding. However, this development is occurring without a clear picture of the context of EMI in... more
English-medium instruction at universities in Japan is expanding rapidly with more universities offering new programs and existing programs expanding. However, this development is occurring without a clear picture of the context of EMI in Japan as a whole. This study attempts to paint such a picture in order to give EMI stakeholders a solid foundation for discussions and decision making. Findings are based on a nationwide survey of 258 universities known to offer undergraduate EMI programs.
Results indicate that undergraduate EMI programs are relatively small, most serving less than 10% of the university's student body, though many are currently expanding. These programs largely focus on humanities and social sciences and many are unstructured or ad hoc; however, there seems to be a growing trend towards more structured programs. The number of undergraduate full-degree English-taught programs is small but growing, based on strong government support. The vast majority of EMI programs are elective components of a mainly Japanese-medium degree program. In addition, most EMI programs in Japan serve domestic students and the rationales for implementing the programs reflect that. A major concern at many universities offering EMI is the low English proficiency of domestic students; however, it seems little is being done to test or set benchmarks for language proficiency and coordination between EMI and language classes is lacking in most programs. EMI faculty members are largely Japanese and their qualifications, teaching skills, and support for EMI are seen as key factors in the success of programs. Although they are identified as key stakeholders in the majority of EMI programs, training and professional development for them are lacking in most cases.
There is a great deal of variety in how EMI is being implemented at universities in Japan. However, neither the type of university (private, national or public) nor the size of university seems to be a reliable predictor of how a university chooses to approach EMI.
Results indicate that undergraduate EMI programs are relatively small, most serving less than 10% of the university's student body, though many are currently expanding. These programs largely focus on humanities and social sciences and many are unstructured or ad hoc; however, there seems to be a growing trend towards more structured programs. The number of undergraduate full-degree English-taught programs is small but growing, based on strong government support. The vast majority of EMI programs are elective components of a mainly Japanese-medium degree program. In addition, most EMI programs in Japan serve domestic students and the rationales for implementing the programs reflect that. A major concern at many universities offering EMI is the low English proficiency of domestic students; however, it seems little is being done to test or set benchmarks for language proficiency and coordination between EMI and language classes is lacking in most programs. EMI faculty members are largely Japanese and their qualifications, teaching skills, and support for EMI are seen as key factors in the success of programs. Although they are identified as key stakeholders in the majority of EMI programs, training and professional development for them are lacking in most cases.
There is a great deal of variety in how EMI is being implemented at universities in Japan. However, neither the type of university (private, national or public) nor the size of university seems to be a reliable predictor of how a university chooses to approach EMI.
Research Interests:
English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all universities currently offering some undergraduate EMI. These programs are developing in response to both national-level drives to... more
English-medium instruction (EMI) of content classes is growing in Japan with nearly 1/3 of all universities currently offering some undergraduate EMI. These programs are developing in response to both national-level drives to internationalize higher education and local contextual factors motivating individual universities. This exploratory study seeks to identify local factors in the university community which facilitate or hinder the implementation and development of EMI programs. Results are based on documentary evidence and interview data collected at eight universities. A total of 15 stakeholders from eight undergraduate EMI programs shared their experiences and insights in semi-structured interviews. Findings indicate that implementation and development of EMI programs are influenced by a set of eight overlapping factors: questions of status and position; issues of territoriality; the overall financial health of the institution; the pace of change; external validation; issues connected to staffing; available support structures; and communication issues. In terms of the initial decision to implement EMI, the overall position of the program in the university and the status of faculty and other stakeholders are important issues, as are issues of territoriality and protection of perceived turf, the overall position and financial health of the institution and the value of external validation. Following initial implementation other factors become important in the successful development of EMI programs including: a slow pace of change and innovation; issues connected to the appropriate qualifications and employment conditions of faculty; the availability of support structures for students; and effective communication.
Research Interests:
English-medium instruction (EMI) has become an important feature of higher education in Japan, driven in part by encouragement and tangible support from the government. However, the implementation of EMI has been criticized for a lack of... more
English-medium instruction (EMI) has become an important feature of higher education in Japan, driven in part by encouragement and tangible support from the government. However, the implementation of EMI has been criticized for a lack of integration and diffusion, leading to concerns about its long-term sustainability as funding for programs comes to an end. Drawing on Levine’s (1980) notions of profitability and compatibility in educational innovation, we argue that EMI does not need to diffuse throughout higher education. EMI programs represent sustainable enclaves of internationalization that are profitable for universities and compatible with the goals of both individual institutions and the higher education sector as a whole.
Research Interests:
English-Medium Instruction in Japanese Higher Education provides a touchstone for higher education practitioners, researchers and policymakers. It enables readers to more clearly understand why policies concerning English-medium... more
English-Medium Instruction in Japanese Higher Education provides a touchstone for higher education practitioners, researchers and policymakers. It enables readers to more clearly understand why policies concerning English-medium instruction (EMI) are in place in Japan, how EMI is being implemented, what challenges are being addressed and what the impacts of EMI may be. The volume situates EMI within Japan's current policy context and examines the experiences of its stakeholders. The chapters are written by scholars and practitioners who have direct involvement with EMI in Japanese higher education. They look at EMI from perspectives that include policy planning, program design, marketing and classroom practice.
Research Interests:
This book examines English-medium instruction (EMI) in Japanese higher education, locating EMI within Japan’s current policy context and examining the experiences of its stakeholders. The chapters are written by scholars and practitioners... more
This book examines English-medium instruction (EMI) in Japanese higher education, locating EMI within Japan’s current policy context and examining the experiences of its stakeholders. The chapters are written by scholars and practitioners who have direct involvement with EMI in Japanese higher education. They look at EMI from the perspectives of policy planning, program design, marketing, and classroom practice. This volume provides a touchstone for higher education practitioners and policy makers, enabling them to more clearly understand why EMI policies are in place, how EMI is being enacted, what challenges are being addressed, and what the impacts of EMI may be.
This volume will provide a touchstone for higher education practitioners, enabling them to more clearly understand why EMI policies are in place, which challenges exist and what the impacts may be. It is expected that the curricula contexts section will be of particular value to those new to EMI program design and implementation. However, the book will also benefit those with more EMI experience, and those researching higher education internationalization by providing an in-depth examination of the under-examined Japanese situation.
This volume will provide a touchstone for higher education practitioners, enabling them to more clearly understand why EMI policies are in place, which challenges exist and what the impacts may be. It is expected that the curricula contexts section will be of particular value to those new to EMI program design and implementation. However, the book will also benefit those with more EMI experience, and those researching higher education internationalization by providing an in-depth examination of the under-examined Japanese situation.