ABSTRACT
This chapter investigates, first, the realities of an English-medium instruction (EMI) programme at a university in Tokyo, where English is used as a lingua franca (ELF) among multilingual students and faculty from diverse linguacultural backgrounds. Second, it discusses contributing factors for diversity mainly at two levels: macro- or institutional and faculty language policy level and micro- or classroom interaction level. The former includes both EMI and one-year study abroad policies, while the latter is subdivided into two: teachers and students’ deployment of their own diversity and sharedness respectively. This will be illustrated through examples obtained from the analyses of classroom-recorded data supported also by questionnaires, interviews, and policy documents. Implications for language pedagogy will also be discussed.
