2 Government Policy Driving English-Medium Instruction at Japanese Universities: Responding to a Competitiveness Crisis in a Globalizing World

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors ix
4. Abbreviations xv
5. Introduction: English-Medium Instruction in Japanese Higher Education xvii
6. Section 1 English-Medium Instruction in Context
7. 1 ROAD-MAPPING English-Medium Instruction in Japan 3
8. 2 Government Policy Driving English-Medium Instruction at Japanese Universities: Responding to a Competitiveness Crisis in a Globalizing World 14
9. 3 Recent Government Policy and its Impact on English-Medium Instruction: Why this Time may be Different 32
10. Section 2 The Implementation of English- Medium Instruction in Japan
11. 4 Development of English-Medium Instruction as a Key for Internationalizing Curricula in Japan 51
12. 5 A Pebble that Creates Great Waves? Global 30 Classes and Internationalization of the Student Body 71
13. Section 3 Challenges and Solutions for English-Medium Instruction in Japan
14. 6 Administrative Impediments: How Bureaucratic Practices Obstruct the Implementation of English-Taught Programs in Japan 91
15. 7 How Accessible are English-Taught Programs? Exploring International Admissions Procedures 108
16. 8 A Marketing Perspective on English-Medium Instruction at Universities in Japan 130
17. Section 4 The Student and Faculty Experience
18. 9 Accepting Neighboring Englishes: Investigating the Attitudes and Preconceptions of English-Medium Instruction Students at an International University in Japan 149
19. 10 Center Stage but Invisible: International Students in an English-Taught Program 161
20. 11 Gender in English-Medium Instruction Programs: Differences in International Awareness? 180
21. 12 A Tale of Two Classes: From EFL CBI to ELF EMI 195
22. 13 Faculty Training for Non-Native Speakers of English at Japanese Universities: Effective English-Medium Teaching for a Culturally Diversified Student Population 207
23. Section 5 Curriculum Contexts
24. Factors for Success and Sustainability of an Elective English-Medium Instruction Program 225
25. 15 Making the EFL to ELF Transition in English-Medium Instruction at a Global Traction University 238
26. 16 Features, Challenges and Prospects of a Science and Engineering English-Taught Program 250
27. Section 6 Future Directions for English-Medium Instruction
28. 17 The Future of English-Medium Instruction in Japan 265
29. 18 Final Thoughts: Have We Seen This Before? The Information Technology Parallel 283
30. Index 289