Positional identities negotiated within a collective identity
Japanese college students’ ambivalence in an EMI classroom
This qualitative study explores Japanese students’ positional identities in EMI contexts. Their positioning act is operated by the sociocultural norms of a program shared among community members. Individual semi-structured interviews were conducted with a total of 13 first-year students enrolled in an undergraduate English-taught program (ETP) at a Japanese national university. A thematic analysis of the interview data produced four main themes: (a) acting self-identification as a peripheral position, (b) hierarchy in a Japanese cohort, (c) an identity gap between the ideal self and reality, and (d) the ETP-A collective identity for membership negotiation. The study shows how participants position themselves and others based on English proficiency and academic culture, whereby students force themselves to acculturate for legitimate full participation. Such traits reflect collective identities and function as forms of sociocultural norms that determine legitimate membership. Furthermore, such norms lead to stratification between students: Japanese students identify themselves as inactive members of the ETP group with limited second-language (L2) English. Conversely, the collective identity helps them reclaim their ETP membership in Japanese-medium instruction classes with Japanese students from outside of the ETP. Japanese students’ positional identities are discussed in terms of L2 English competence and classroom culture.
Article outline
- Introduction
- Implementation of EMI in higher education in Japan
- Conceptual framework: Positional identities
- The study: Investigation of identity construction in the Japanese EMI context
- Research context
- Participants
- Data collection and analysis
- Findings: Students’ fluid and dynamic positional identities
- Acting self-identification as a peripheral position
- Hierarchy in a Japanese cohort
- An identity gap between the ideal self and reality
- The ETP-A collective identity for membership negotiation
- Discussion of positional identities vis-à-vis a collective identity
- Multiple positional identities in the EMI classroom
- Collective identity as a focal reference
- Sociocultural norms in the EMI classroom
- The gap in classroom cultures
- Mutual relationship of positions, identities, and positional identities
- Conclusion
- Notes
-
References
References (66)
References
Aizawa, K., & McKinley, J. (2020). EMI challenges in Japan’s internationalization of higher education. In H. Bowles & A. C. Murphy (Eds.), English-medium instruction and the internationalization of universities (pp. 27–48). Palgrave MacMillan. 

Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice. Higher Education,
77
(6), 1125–1142. 

Aizawa, I., & Rose, H. (2020). High school to university transitional challenges in English medium instruction in Japan. System,
95
1, 102390. 

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, 1–25. 

Allen, T. (2021). Exploring students’ perceptions about intercultural communication education: Rethinking the design and facilitation of a course in Japan. Intercultural Communication Education,
4
(3), 213–233. 

Block, D. (2007). Second language identities. Continuum.
Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education,
20
(4), 339–356. 

Bradford, A. (2019). It’s not all about English! The problem of language foregrounding in English-medium programmes in Japan. Journal of Multilingual and Multicultural Development,
40
(8), 707–720. 

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE. 

Brown, H. (2014). Contextual factors driving the growth of undergraduate English-medium instruction programmes at universities in Japan. The Asian Journal of Applied Linguistics,
1
(1), 50–63.
Brown, H. (2017). English-medium instruction in Japanese universities: History and perspectives. In P. Clements, A. Krause & P. Bennett (Eds.), Language teaching in a global age: Shaping the classroom, shaping the world (pp. 273–278). JALT.
Bruner, J. (1996). The culture of education. Harvard University Press. 

Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies,
7
(4–5), 585–614. 

Chapple, J. (2015). Teaching in English is not necessarily the teaching of English. International Education Studies,
8
(3), 1–13. 

Davies, B. L. (2018). Evaluating evaluations: What different types of metapragmatic behaviour can tell us about participants’ understandings of the moral order. Journal of Politeness Research,
14
(1), 121–151. 

Doiz, A., & Lasagabaster, D. (2018). Teachers’ and students’ second language motivational self system in English-medium instruction: A qualitative approach, TESOL Quarterly,
52
(3), 657–679. 

Galloway, N., & Ruegg, R. (2020). The provision of student support on English medium instruction programmes in Japan and China. Journal of English for Academic Purposes,
45
1. 100846. 

Gottlieb, N. (2005). Language policy in Japan: The challenge of change. Cambridge University Press.
Gyenes, A. (2021). Student perceptions of critical thinking in EMI programs at Japanese universities: A Q-methodology study. Journal of English for Academic Purposes,
54
1. 101053. 

Haugh, M. (2013). Im/politeness, social practice and the participation order. Journal of Pragmatics,
58
1, 52–72. 

Hyland, K. (2012). Disciplinary identities: Individuality and community in academic discourse. Cambridge University Press. 

Iino, M., & Murata, K. (2016). Dynamics of ELF communication in an English-medium academic context in Japan. In K. Murata (Ed.), Exploring ELF in Japanese academic and business context (pp. 111–131). Routledge.
Jenkins, J. (2014). English as a lingua franca in the international university: The politics of academic English language policy. Routledge.
Jung, E., & Hecht, M. L. (2004). Elaborating the communication theory of identity: Identity gaps and communication outcomes. Communication Quarterly,
52
(3), 265–283. 

Jung, E., Hecht, M. L., & Wadsworth, B. C. (2007). The role of identity in international students’ psychological well-being in the United States: A model of depression level, identity gaps, discrimination, and acculturation. International Journal of Intercultural Relations,
31
1, 605–624. 

Kayi-Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly,
48
(4), 686–713. 

Kayi-Aydar, H. (2019). Positioning theory in applied linguistics. Palgrave Macmillan. 

Kayi-Aydar, H. (2021). A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines. System,
102
1. 102600. 

Kim, J., Tatar, B., & Choi, J. (2014). Emerging culture of English-medium instruction in Korea: Experiences of Korean and international students. Language and Intercultural Communication,
14
(4), 441–459. 

Kojima, N. (2021). Student motivation in English-medium instruction: Empirical studies in a Japanese university. Routledge. 

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. 

Macaro, E. (2018). English medium instruction. Oxford University Press. 

Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching,
51
(1), 36–76. 

Maringe, F., & Foskett, N. (2010). Globalization and internationalization in higher education: Theoretical, strategic, and management perspectives. Continuum. 

Martin-Beltrán, M. (2010). Positioning proficiency: How students and teachers (de)construct language proficiency at school. Linguistics and Education,
21
1, 257–281. 

Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge University Press.
McKenzie, R. (2008). The complex and rapidly changing sociolinguistic position of the English language in Japan: A summary of English language contact and use. Japan Forum,
20
(2), 267–286. 

McMurray, D. (2018). MEXT’s new course of study guidelines to rely on active learning. The Language Teacher,
42
1, 27–29.
Menard-Warwick, J. (2007). “Because she made beds. Every day”: Social positioning, classroom discourse, and language learning. Applied Linguistics,
29
(2), 267–289. 

MEXT. (n.d.). Global 30 towa [What is Global 30?] [URL]
MEXT. (2014). Top Global University Japan. [URL]
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly,
38
(4), 573–603. 

Murata, K. (Ed.). (2019). English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context. Routledge.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Pearson Education.
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters. 

Norton, B. (2015). Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics,
38
(4), 375–391. 

Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching,
44
(4), 412–446. 

Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education,
45
(11), 2149–2161. 

Shibata, M. (2021). Japanese L2 English learners’ positions in miscommunication: Who is responsible for failures? Journal of Language, Identity & Education. 

Shimauchi, S. (2018). Gender in English-medium instruction programs: Differences in international awareness? In A. Bradford & H. Brown (Eds.), English-medium instruction in Japanese higher education: Policy, challenges and outcomes (pp. 180–194). Multilingual Matters.
Shiroza, S. (2014). WE and Us: The transplantation and transformation of the World Englishes paradigm in the Japanese context [Doctoral dissertation, University of Tokyo]. [URL]
Simon, B. (2004). Identity in modern society: A social psychological perspective. Blackwell. 

Spears, R. (2011). Group identities: The social identity perspective. In S. J. Schwarts, K. Luyckx & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 201–224). Springer. 

Stanton, W. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge University Press.
Tanabe, Y. (2004). What the 2003 MEXT Action Plan proposes to teachers of English. The Language Teacher,
28
(3), 3–8.
Taylor, D. M., Bougie, E., & Caouette, J. (2003). Applying positioning principles to a theory of collective identity. In R. Harré & F. Moghaddam (Eds.), The self and others: Positioning individuals and groups in personal, political, and cultural contexts (pp. 197–215). Praeger.
Tian, W., & Dumlao, R. P. (2020). Impacts of positioning, power, and resistance on EFL learners’ identity construction through classroom interaction: A perspective from critical classroom discourse analysis. The Qualitative Report,
25
(6), 1436–1460. 

Toh, G. (2013). Scrutinizing the native speakers as referent, entity and project. In A. S. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 183–195). Multilingual Matters. 

Toh, G. (2016). English as medium of instruction in Japanese higher education: Presumption, mirage or bluff? Palgrave Macmillan. 

Tsuneyoshi, R. (2005). Internationalization strategies in Japan: The dilemmas and possibilities of study abroad programs using English. Journal of Research in International Education,
4
(1), 66–86. 

van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harré & L. van Langenhove (Eds.), Positioning theory (pp. 14–31). Blackwell.
Waniek, I., & Nae, N. (2017). Active learning in Japan and Europe. Euromentor Journal Studies about Education,
8
(4), 82–97.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. 

Yeh, C. C. (2014). Taiwanese students’ experiences and attitudes towards English-medium courses in tertiary education. RELC Journal,
45
(3), 305–319. 

Cited by (2)
Cited by two other publications
Liu, Shuwen & Wendong Li
2024.
One policy, two implementations: probing policy specifications in two EMI courses in a Macao university.
Current Issues in Language Planning ► pp. 1 ff.

Shibata, Miki & Riho Ishii
2024.
Language practice and beliefs of domestic and L2 English international students in an English-taught program in Japanese higher education.
Asian Englishes ► pp. 1 ff.

This list is based on CrossRef data as of 19 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.