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Title: Challenges in English-medium instruction (EMI) at a Japanese university
Authors: Toh, Glenn
Keywords: Humanities::Language
Issue Date: 2019
Source: Toh, G. (2019). Challenges in English-medium instruction (EMI) at a Japanese university. World Englishes, 39(2), 334-347.
Journal: World Englishes
Abstract: This paper concerns English-medium instruction (EMI) and begins with an overview of issues relating to EMI initiatives in higher education as documented in the literature. Following this, the case of a Japanese university's attempt to introduce EMI into the curriculum of a newly setup liberal arts faculty is discussed. Conclusions about challenges that can follow policy initiatives to introduce EMI are drawn from this discussion. Outcomes and implications of different ways of understanding and/or conceptualizing the role of English in higher education and EMI are examined critically. The issues surfaced have implications for EMI policy making and implementation, bearing in mind the negotiations that need to take place given the workings of opposing forces: (1) those which reify homogenizing discourses about language, power and education; versus (2) those which accommodate the contextually particularized aspects of teaching and learning and the characteristically heterogeneous and intersectional nature of teacher and learner subjectivities.
ISSN: 0883-2919
DOI: 10.1111/weng.12434
Rights: This is the peer reviewed version of the following article: Toh, G. (2019). Challenges in English-medium instruction (EMI) at a Japanese university. World Englishes, 39(2), 334-347, which has been published in final form at This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Fulltext Permission: embargo_20220707
Fulltext Availability: With Fulltext
Appears in Collections:SoH Journal Articles

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