'So, Only Relying on English Is Still Troublesome': A Critical Examination of Japan's English Medium Instruction Policy at Multiple Levels

Autor/inn/en	Qiu, Yixi; Zheng, Yongyan; Liu, Jiaqi
Titel	'So, Only Relying on English Is Still Troublesome': A Critical Examination of Japan's English Medium Instruction Policy at Multiple Levels
Quelle	In: Journal of Multilingual and Multicultural Development, 44 (2023) 7, S.608-625 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qiu, Yixi) ORCID (Zheng, Yongyan) ORCID (Liu, Jiaqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2022.2100402
Schlagwörter	English (Second Language); Second Language Learning; Language of Instruction; Criticism; Foreign Countries; School Policy; Foreign Students; Neoliberalism; Educational Policy; Public Policy; College Students; College Faculty; Student Attitudes; Teacher Attitudes; Japan; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Kritik; Ausland; Schulpolitik; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Öffentliche Ordnung; Collegestudent; Fakultät; Schülerverhalten; Lehrerverhalten
Abstract	Drawing on neoliberal ideology as a theoretical lens, this study critically examines how neoliberal ideological assumptions shape the interpretation and implementation of TGUP (Top Global University Project) as an English-medium instruction (EMI) policy in the Japanese context at multiple levels of government, universities, and multilingual international students. We examined documents describing TGUP policies published both by the government and TGUP universities, and then contrasted these policies with interview data drawn from conversations with three key stakeholder groups (international students, EMI faculty, and administrative staff) in four focal universities. The findings reveal the conflicts of policy making at different levels and challenge the English-only ideology in EMI practices. By taking a critical language policy approach, the study offers a nuanced understanding of how neoliberal ideology constitutes a policy-to-practice gap in language policy and planning. We argue that EMI should not be reduced to English-only medium of instruction, but rather treated as an alternative approach to the internationalization and globalization of education, and understood as a learning space where multilingual students enhance their learning by relying on their shared language repertoires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01