English-Medium Instruction in Japanese Higher Education

Annette Bradford is Associate Professor in the School of Business Administration, Meiji University, Japan. Her research focuses on education policy, specifically the internationalization of higher education, student mobility and English-medium instruction.Howard Brown is Associate Professor in the Faculty of International Studies and Regional Development, University of Niigata Prefecture, Japan. His research interests center on best practices for curriculum planning and program design in English-medium instruction, and the relationship between English-medium instruction and English for Academic Purposes.

This edited volume provides the reader with deep insights into a whole range of issues connected with the EMI phenomenon in Japanese higher education. Whether the reader is involved in Japanese education or not, the book acts as an excellent model of how to compose a case study of one particular country, how language policies are arrived at, how EMI is conceptualised and how to evaluate the reactions of the various stakeholders.

• Annette Bradford and Howard Brown: Introduction       Section 1: English-Medium Instruction in ContextAnnette Bradford and Howard Brown: ROAD-MAPPING English-Medium Instruction in JapanHiroko Hashimoto: Government Policy Driving English-Medium Instruction at Japanese Universities: Responding to a Competitiveness Crisis in a Globalizing WorldBern Mulvey: Recent Government Policy and its Impact on English-Medium Instruction: Why this Time may be DifferentSection 2: The Implementation of English-Medium Instruction in JapanHiroyuki Takagi: Development of English-Medium Instruction as a Key for Internationalizing Curricula in JapanBeverley Anne Yamamoto and Yukiko Ishikura: A Pebble that Creates Great Waves? Global 30 Classes and Internationalization of the Student BodySection 3: Challenges and Solutions for English-Medium Instruction in JapanGregory Poole: Administrative Impediments: How Bureaucratic Practices Obstruct the Implementation of English-Taught Programs in JapanHiroshi Ota and Kiyomi Horiuchi: How Accessible are English-Taught Programs? Exploring International Admissions ProceduresSarah Louisa Birchley: A Marketing Perspective on English-Medium Instruction at Universities in JapanSection 4: The Student and Faculty ExperienceChristopher G. Haswell: Accepting Neighboring Englishes: Investigating the Attitudes and Preconceptions of English-Medium Instruction Students at an International University in JapanJuanita Heigham: Center Stage but Invisible: International Students in an English-Taught ProgramSae Shimauchi: Gender in English-Medium Instruction: Differences in International Awareness?Bernard Susser: A Tale of Two Classes: From EFL CBI to ELF EMIMiki Horie: Faculty Training for Non-Native Speakers of English at Japanese Universities: Effective English-Medium Teaching for a Culturally Diversified Student PopulationSection 5: Curriculum ContextsBethany Mueller Iyobe and Jia Li: Factors for Success and Sustainability of an Elective English-Medium Instruction ProgramJim McKinley: Making the EFL to ELF Transition in English-Medium Instruction at a Global Traction UniversityNílson Kunioshi and Harushige Nakakoji: Features, Challenges and Prospects of a Science and Engineering English-Taught ProgramSection 6: Future Directions for English-Medium InstructionAkira Kuwamura: The Future of English-Medium Instruction in JapanAnnette Bradford and Howard Brown: Final Thoughts: Have We Seen this Before? The Information Technology Parallel