English-medium degree programs in Japanese universities: learning from the European experience

Abstract

Purpose – The purpose of this paper is to examine the challenges facing Japanese institutions of higher education wishing to implement degree programs taught through the medium of English. Design/methodology/approach – The paper takes a comparative perspective in examining the rationales and policies for, and the challenges and successes associated with, the adoption of English-medium instruction (EMI) in Japan and in Europe, where EMI has a longer history. It uses government policy declarations and reports and synthesizes the research literature and information published by universities. Next, it investigates the practices that apply to the Japanese context and provides recommendations on the strategies that Japanese decision makers could adopt. Findings – Japan does not share exactly the same rationales for adopting EMI as many European countries, however there is utility in looking to Europe for best practices. Japanese institutions of higher education can benefit from examining the linguistic, cultural and structural dilemmas that EMI poses. Research limitations/implications – Documented evidence of the successful implementation of EMI programs is scarce, and therefore it is difficult to provide a comprehensive study of strategies that can be used to overcome the challenges which accompany EMI. This paper does not examine the introduction of EMI programs in Japan in relation to other Asian contexts. Originality/value – As Japan is still in the early phases of introducing EMI programs, this paper provides valuable information for those involved in their implementation.

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