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Integrating Content and Language in Higher Education

Perspectives on Professional Practice

Edited By Jennifer Valcke and Robert Wilkinson

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.

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Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown)


Howard Brown University of Niigata Prefecture, Japan

Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University

Abstract: As Japan internationalizes its higher education sector, over a third of Japanese universities offer undergraduate classes conducted in English. Often, these English-medium instruction (EMI) programs are taught by Japanese faculty, primarily for domestic students. While the classroom language is English, implying some adoption of western pedagogy, the classroom culture remains rooted in Japanese academic norms and practices. Thus, blended norms and practices emerge, creating new needs and challenges for both students and faculty. After a review of the context of EMI in Japan, this paper discusses the development of one undergraduate EMI social sciences program. The focus is on the need for integration of content and language classes and the value of collaboration between content and language faculty. The paper traces the relationship of the English for Academic Purposes (EAP) and EMI programs from a relatively simple cross-disciplinary sharing of information to a more challenging interdisciplinary collaboration. Initially, EAP faculty investigated content faculty’s goals, expectations for performance and descriptions of classroom work in order to inform EAP program decision making. As the program developed, the power of interdisciplinary collaboration became a key feature of its design, and faculty members have collaborated successfully in curriculum design, program planning and management, training and professional development, and team-teaching.

Keywords: Integrating Content and Language in Higher Education; English-medium instruction;...

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