This presentation introduces an EMI program, which was initially associated with “English-Only”, but has recently put more emphasis on multilingual aspects with new study plans, including study-abroad programs in non-Inner-Circle countries. It discusses both the potential of such programs for the provision of an ELF-informed LPP model and their sustainability.
An increasing number of Japanese universities have introduced EMI (English-Medium Instruction) programs with the Japanese government’s initiatives such as the G30 and the Top Global University Project in the past decade. An EMI program in Tokyo, for example, was initially associated with "English-Only" as its language policy. However, the program has recently put more emphasis on multilingual and multicultural aspects in its educational goals and developed new study plans such as AIMS7 (ASEAN International Mobility for Students Program, offered by the EMI program mentioned above with six universities in ASEAN countries) and APM (Area Studies and Plurilingual-Multicultural Education Program, with French, Spanish, Chinese or Korean CLIL courses). Although EMI is still the pillar of the curriculum, students in such plans, largely funded by the government, participate in study-abroad programs in non-Inner-Circle (Kachru, 1985) countries and intensely learn respective local languages, simultaneously being exposed to ELF (English as a lingua franca) communication. Such efforts in MME (Multilingual-Medium Education) settings outside Japan can potentially provide Japanese students with an LPP (Language policy and planning) model of ELF-immersed learning opportunities by reaffirming and highlighting their ELF experiences in EMEMUS (Dafouz & Smit, 2016), where the first language of the majority of students and instructors is not English. Understanding ELF lies in experiencing ELF communication, and the ELF-informed LPP is needed as a “mechanism” (Shohamy, 2006) to reflect more realistic English use for students in Japan and beyond. The current study found that diversity was more valued by most participants while the sustainability of such MME is questioned after the limited-time funding. More evidence-based investigations are called for to effectively implement and assess the policies. This will be discussed based on the data collected by conducting classroom observations and interviews with students, instructors and administrators.
