English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes

English-Medium Instruction in Japanese Higher Education provides a touchstone for higher education practitioners, researchers and policy makers. 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.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-viii
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Contributors
pp ix-xiv
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Abbreviations
pp xv-xvi
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Introduction: English-Medium Instruction in Japanese Higher Education
pp xvii-xxiii
- By Annette Bradford, Howard Brown
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Section 1 - English-Medium Instruction in Context
pp 1-2
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1 - ROAD-MAPPING English-Medium Instruction in Japan
pp 3-13
- By Annette Bradford, Howard Brown
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2 - Government Policy Driving English-Medium Instruction at Japanese Universities: Responding to a Competitiveness Crisis in a Globalizing World
pp 14-31
- By Hiroko Hashimoto
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3 - Recent Government Policy and its Impact on English-Medium Instruction: Why this Time may be Different
pp 32-48
- By Bern Mulvey
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Section 2 - The Implementation of English- Medium Instruction in Japan
pp 49-50
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4 - Development of English-Medium Instruction as a Key for Internationalizing Curricula in Japan
pp 51-70
- By Hiroyuki Takagi
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5 - A Pebble that Creates Great Waves? Global 30 Classes and Internationalization of the Student Body
pp 71-88
- By Beverley Anne Yamamoto, Yukiko Ishikura
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Section 3 - Challenges and Solutions for English-Medium Instruction in Japan
pp 89-90
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6 - Administrative Impediments: How Bureaucratic Practices Obstruct the Implementation of English-Taught Programs in Japan
pp 91-107
- By Gregory Poole
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7 - How Accessible are English-Taught Programs? Exploring International Admissions Procedures
pp 108-129
- By Hiroshi Ota, Kiyomi Horiuchi
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8 - A Marketing Perspective on English-Medium Instruction at Universities in Japan
pp 130-146
- By Sarah Louisa Birchley
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Section 4 - The Student and Faculty Experience
pp 147-148
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9 - Accepting Neighboring Englishes: Investigating the Attitudes and Preconceptions of English-Medium Instruction Students at an International University in Japan
pp 149-160
- By Christopher G. Haswell
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10 - Center Stage but Invisible: International Students in an English-Taught Program
pp 161-179
- By Juanita Heigham
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11 - Gender in English-Medium Instruction Programs: Differences in International Awareness?
pp 180-194
- By Sae Shimauchi
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12 - A Tale of Two Classes: From EFL CBI to ELF EMI
pp 195-206
- By Bernard Susser
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13 - Faculty Training for Non-Native Speakers of English at Japanese Universities: Effective English-Medium Teaching for a Culturally Diversified Student Population
pp 207-222
- By Miki Horie
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Section 5 - Curriculum Contexts
pp 223-224
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14 - Factors for Success and Sustainability of an Elective English-Medium Instruction Program
pp 225-237
- By Bethany Mueller Iyobe, Jia Li
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15 - Making the EFL to ELF Transition in English-Medium Instruction at a Global Traction University
pp 238-249
- By Jim Mckinley
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16 - Features, Challenges and Prospects of a Science and Engineering English-Taught Program
pp 250-262
- By Nílson Kunioshi, Harushige Nakakoji
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Section 6 - Future Directions for English-Medium Instruction
pp 263-264
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17 - The Future of English-Medium Instruction in Japan
pp 265-282
- By Akira Kuwamura
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18 - Final Thoughts: Have We Seen This Before? The Information Technology Parallel
pp 283-288
- By Annette Bradford, Howard Brown
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Index
pp 289-300
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English-Medium Instruction in Japanese Higher Education

Policy, Challenges and Outcomes

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