ABSTRACT
The use of English medium instruction (EMI) to teach and learn at the university level is rapidly expanding across the globe. Japan has also seen an expansion of EMI programmes across its universities. In Japan, changes in higher education policy over the last ten years have encouraged this swift growth. Recognising that EMI implementation poses challenges to key stakeholders (i.e., lecturers and students) due to their often-limited EMI teaching and learning experience, this chapter focuses on perceived motivations and aims for introducing EMI in this higher education context. University lecturer and student perceptions will be explored in terms of the advantages, disadvantages, and challenges faced when implementing EMI in Japan, as well as experience of changes in classroom practice. Semi-structured interviews were conducted with five lecturers and five students. Interview accounts were explored and unpacked focusing on the pedagogical concerns that lecturers and students have, and experience of EMI. Our findings showed that lecturers and students experienced various challenges when the teaching medium changed from Japanese to English. Nevertheless, the data also suggested that participants were able to overcome the challenges through a combination of strategies (e.g., using visual materials, preparing handouts, and translating technical concepts). Implications for policy and future research are provided.
