Toward a Typology of Implementation Challenges Facing English-Medium Instruction in Higher Education: Evidence from Japan

Autor/in	Bradford, Annette
Titel	Toward a Typology of Implementation Challenges Facing English-Medium Instruction in Higher Education: Evidence from Japan
Quelle	In: Journal of Studies in International Education, 20 (2016) 4, S.339-356 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315316647165
Schlagwörter	Foreign Countries; International Education; Language of Instruction; English (Second Language); Second Language Learning; Higher Education; Educational Trends; Classification; Universities; Program Implementation; Educational Policy; Policy Formation; Cultural Differences; Asians; Case Studies; Program Administration; College Faculty; Language Proficiency; Japanese + Suchen Sie Ihr Suchwort? Ausland; Internationale Erziehung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Classification system; Klassifikation; Klassifikationssystem; University; Universität; Politics of education; Bildungspolitik; Politische Betätigung; Kultureller Unterschied; Asian; Asiat; Asiatin; Asiaten; Asiate; Case study; Fallstudie; Case Study; Fakultät; Language skill; Language skills; Sprachkompetenz; Japaner; Japanisch
Abstract	Higher education is becoming increasingly internationalized, and the use of English as a medium of instruction for academic content has become commonplace in countries where English is not the native language. However, concerns are growing that the trend toward English-medium instruction (EMI) has accelerated without sufficient thought to the challenges of the implementation processes. This article discusses the challenges facing higher education institutions adopting EMI and proposes a typology for understanding them. Drawing on previously unpublished data from a study of universities in Japan, a context in which EMI is rapidly expanding, the article reconceptualizes prior understandings and identifies four categories of challenges: linguistic, cultural, administrative and managerial, and institutional. The categories are dynamic and context dependent, with institutional challenges playing a particularly prominent role in Japan. The proposed typology is offered as a conceptual framework for policy makers and program implementers designing effective implementation strategies for EMI. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01