Abstract
The doubts and incongruities highlighted in Chap. 7 (and earlier) are fleshed out in this chapter where the workplace narrative begun in Chap. 1 is resumed. This workplace narrative enables realistic scrutiny of the way different conceptualizations of academic literacy, knowledge and meaning making are dramatized in a real-life situation. Drawing on professional discussions that validate narratives, counter-storytelling and professional praxis as a way to document untold realities toward uncovering institutional beliefs and epistemologies, the reader is provided with a candid in situ narrative that captures EMI and EAP in a Japanese higher education situation. EAP and EMI are reduced to parodic or caricaturized terms in the way decision makers (re)define, (mis)recognize and (mis)apply meanings of ‘academic’ to achieve their own purposes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Chowdhury, R., & Phan, L. H. (2014). Desiring TESOL and international education: Market abuse and exploitation. Bristol: Multilingual Matters.
Dafouz, E. (2014). Integrating content and language in European higher education: An overview of recurrent research concerns and pending issues. In A. Psaltou-Joycey, E. Agathopoulou, & M. Mattheoudakis (Eds.), Cross-curricular approaches to language education (pp. 289–304). Cambridge: Cambridge Scholars.
Dixon, A. D., & Rousseau, C. K. (2005). And we are still not saved: Critical race theory in education ten years later. Race Ethnicity and Education, 8(1), 7–27.
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary edition). New York: Continuum.
Goosseff, K. A. (2014). Only narratives can reflect the experience of objectivity: Effective persuasion. Journal of Organizational Change Management, 27(5), 703–709.
Gray, A. (2002). Research practice for cultural studies: Ethnographic methods and lived cultures. London: Sage.
Hayes, D. (2010). Duty and service: Life and career of a Tamil teacher of English in Sri Lanka. TESOL Quarterly, 44(1), 58–83.
Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
Ishikawa, M. (2011). Redefining internationalization in higher education: Global 30 and the making of global universities. In D. B. Willis & J. Rapplye (Eds.), Reimagining Japanese education: Borders, transfers, circulations, and the comparative (pp. 193–223). Oxford: Symposium.
Kachru, B. (1995). The speaking tree: A medium of plural canons. In M. L. Tickoo (Ed.), Language and culture in multilingual societies (pp. 1–20). Singapore: SEAMEO RELC.
Kubota, R. (2012). The politics of EIL: Toward border-crossing communication in and beyond English. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 55–69). Bristol: Multilingual Matters.
Kubota, R., & Fujimoto, D. (2013). Racialized native speakers: Voices of Japanese American English language professionals. In S. A. Houghton & D. J. Rivers (Eds.), Native speakerism in Japan: Intergroup dynamics in foreign language education (pp. 196–206). Bristol: Multilingual Matters.
Lin, A., Wang, W., Akamatsu, N., & Riazi, M. (2005). International TESOL professionals and teaching English for glocalized communication (TEGCOM). In A. S. Canagarajah (Ed.), Reclaiming the local in language policy and practice (pp. 167–196). New York: Routledge.
McVeigh, B. (2002). Japanese higher education as myth. Armonk, NY: M. E. Sharpe.
McVeigh, B. (2006). The state bearing gifts: Deception and disaffection in Japanese higher education. Lanham, MD: Lexington.
Murphey, T. (2004). Participation, (dis-)identification, and Japanese university entrance exams. TESOL Quarterly, 38(4), 700–710.
Nagatomo, D. A. (2012). Exploring Japanese university English teachers’ professional identity. Bristol: Multilingual Matters.
Rivers, D. J. (2013). Institutionalized native-speakerism: Voices of dissent and acts of resistance. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in foreign language education: Intergroup dynamics in Japan (pp. 75–91). Clevedon: Multilingual Matters.
Stewart, T. (2001). Raising the status of ESP educators through integrated team teaching. Asian Journal of English Language Teaching, 11, 45–67.
Stewart, A., & Miyahara, M. (2011). Parallel universes: Globalization and identity in English language teaching at a Japanese university. In P. Seargeant (Ed.), English in Japan in the era of globalization (pp. 60–79). New York: Palgrave Macmillan.
Toh, G. (2012). Having English as a resource for multicultural understanding: Exploring possibilities in Japanese ELT. Journal of Multilingual and Multicultural Development, 33(3), 301–311.
Toh, G. (2013a). Scrutinizing the native speaker as referent, entity and project. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 183–195). Bristol: Multilingual Matters.
Toh, G. (2013b). The reality of practice and practices in reality: A critical look at the work situation of English teachers in a Japanese setting. ELTWorldOnline.com 5, 1–12. http://blog.nus.edu.sg/eltwo/files/2013/07/The-Realities-of-Practice-and-Practices-in-Reality_editforpdf-r273oh.pdf
Toh, G. (2013c). Where realities confront ideals: The personal, professional, philosophical and political in the teaching of academic English in a Japanese setting. Policy Futures in Education, 11(5), 589–605.
Toh, G. (2013d). Towards a critically and dialogically mediated EAP. Asian EFL Journal Special Edition, 15(4), 211–229.
Toh, G. (2014a). English for content instruction in a Japanese higher education setting: Examining challenges, contradictions and anomalies. Language and Education, 28(4), 299–318.
Yamada, M. (2015). The role of English teaching in modern Japan: Diversity and multiculturalism through English language education in globalized era. London: Routledge.
Yamagami, M., & Tollefson, J. W. (2011). Elite discourses of globalization in Japan: The role of English. In P. Seargeant (Ed.), English in Japan in the era of globalization (pp. 15–37). London: Palgrave Macmillan.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Toh, G. (2016). Close Encounters of (with) the Hypocritical Kind. In: English as Medium of Instruction in Japanese Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-39705-4_9
Download citation
DOI: https://doi.org/10.1007/978-3-319-39705-4_9
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-39704-7
Online ISBN: 978-3-319-39705-4
eBook Packages: Social SciencesSocial Sciences (R0)