This book sets out to uncover and discuss the curricular, pedagogical as well as cultural-political issues relating to ideological contradictions inherent in the adoption of English as medium of instruction in Japanese education. Situating the Japanese adoption of EMI in contradicting discourses of outward globalization and inward Japaneseness, the book critiques the current trend, in which EMI merely serves as an ornamental and promotional function rather than a robust educational intervention.
Introduction.- Chapter 1: Workplace narrative.- Chapter 2: Social and political challenges.- Chapter 3: Power and Ideology.- Chapter 4: Academic Knowledge and Meaning Making.- Chapter 5: Positioning EMI in Japan in the context of critical applied linguistics.- Chapter 6: Narrow and Particularised Understandings of English.- Chapter 7: EMI and EAP at crisis point.- Chapter 8: Reasons for the failure of EMI and EAP.
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"This is an insightful critical review of the project to expand the use of English in higher education in Japan. It is an in-depth exploration of the naivety of promoting 'internationalization' through changing the medium of instruction, and the contradictory pressures and conceptual confusions behind this flawed academic innovation. It goes beyond similar analysis of European higher education by revealing many of the causal factors behind this doomed project." (Robert Phillipson, Professor Emeritus, Copenhagen Business School, Denmark) "Theoretically grounded and ethnographically rigorous, this account of the attempt of a university in Japan to implement English medium education (EMI) and English for Academic Purposes (EAP) in order to gain prestige and attract students provides a fascinating case study of how global forces of neoliberalism and commodification of English intersect with local isolationist national-language-based higher education practices. Provocative and insightful. Highly recommended." (Angel Lin, Professor, Faculty of Education, University of Hong Kong)
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1 | (16) |
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2 Campus Anglicization, Critical Ironies |
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17 | (12) |
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3 The Politics of Culture and the Cultural History of Politics |
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29 | (18) |
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47 | (18) |
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5 Literacy, Knowledge and Meaning Construction: Implications for EMI and EAP |
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65 | (22) |
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6 Hybridized Discourses and Plurality in Meanings |
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87 | (12) |
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7 EMI in Higher Education: Initiatives, Practices and Concerns |
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99 | (28) |
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8 English in Japan: Convergence in Mythologies and Chimeras |
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127 | (28) |
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9 Close Encounters of (with) the Hypocritical Kind |
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155 | (20) |
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10 Trouble for EMI and EAP (Under a New Dean) |
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175 | (20) |
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11 What of Now and What of the Future? |
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195 | (14) |
| Index |
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209 | |
Glenn Toh is an independent researcher who has, for thirty years, taught English in high schools and tertiary institutions as well as lectured on TESL/TEFL teacher training programmes in Australia, Brunei, Laos, Hong Kong, Singapore, Thailand and Japan. He holds a PhD in Applied Linguistics from the Curtin University of Technology in Perth, Australia, and maintains a keen interest in developments in language, discourse, ideology and power relations.
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