In many English as a Medium of Instruction (EMI) content based university courses in Japan, there are power dynamics in play with high-status individuals, namely native language speakers (L1) and proficient second language speakers (L2) at the top, and Japanese L2 speakers at the bottom. The question is: how do we achieve a more egalitarian and participatory environment in which a low-status speaker feels not only less intimidated by other L2 interlocutors, but also less constrained by nativespeaking (NS) norms and values? To answer this
question, this presentation will examine a case study of an EMI course offered at a private university in Hiroshima. In particular, it will focus on the pedagogic strategies and practices the instructor at this university used to create a Community of Practice (COP) in which the Japanese students clearly benefited due to a greater emphasis on inclusion, accommodation and participation that was practiced by all members (including the L1 and proficient L2 speakers from other countries) within this classroom. Data collection was based on the
participant’s quantitative and qualitative feedback from their performances in their group discussions, as well as informal student interviews and personal insights from the instructor.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0276
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada