Speaker
Description
This study examines the socialisation experiences of junjapa students (monocultural Japanese students with no study-abroad experience) in a liberal arts EMI program. Results show that multilingualism in the program is highly valued, however, the junjapa students struggle with both real and perceived English deficiencies, leading to their marginalisation. Their attitudes toward English also contribute to their own subjugation. First-year language support and explicit instruction in World Englishes and intercultural communication could improve their socialisation experiences.
Summary
This study examines the socialisation experiences of junjapa (monocultural Japanese students with no study-abroad experience) in a liberal arts EMI program. While multilingualism in the program is highly valued, junjapa students struggle with both real and perceived English deficiencies, leading to their marginalisation. Their attitudes toward English also contribute to their own subjugation. I propose that increased first-year language support and explicit instruction in World Englishes and intercultural communication could improve their integration.
| Teaching Context | College and university education |
|---|
