English for content instruction in a Japanese higher education setting: examining challenges, contradictions and anomalies

Abstract

This article examines issues pertaining to content instruction in English in a Japanese higher education institution. It notes that Japan's economic success in the latter part of the twentieth century was achieved with Japanese as the medium of instruction and observes that in terms of ideology and cultural politics at least, there are inherent contradictions with recent moves to have academic courses taught in English. Dominant motifs marking attitudes and practices relating to language, culture and to Japan's dealings with the world beyond Japanese shores are initially examined vis-à-vis the larger situ of a Japan that continues to live down the consequences of post-war occupation and the conservative politics that ensued, circumstances that have bolstered narratives of Japan as a predominantly monolingual and monocultural nation. This is followed by a discussion on how various ideological as well as macro- and micro-political forces bear on the use of English for content instruction. Finally, it will be noted that the present state of affairs calls for deeper thought and critical scrutiny – if recent initiatives towards having more English in higher education are not to be found for superficiality or even a lack of sincerity.

Keywords:

• ideology
• English
• content instruction
• critical praxis