A new study by Miki Shibata, a professor at Hiroshima University’s Graduate School of Humanities and Social Sciences, reveals a paradox in Japan’s English-medium higher education: Official English instruction coexists with local peer expectations that drive classroom interactions back into Japanese.
Implicit language hierarchies in English-taught programs create ambivalent positions for multilingual students
Reader’s Picks
-
There are two lighthouses on Lady Elliot Island, at the southernmost tip of Australia’s Great Barrier Reef. The first was [...]
-
Stories of wandering spirits and the restless dead were common in the Middle Ages. These ghostly encounters were recorded in [...]
-
More than half (52.5%) of Americans ages 13 to 27 reported gambling in the past year, including 42.7% of teens [...]