Reimagining EMI in Japan: Aligning policy and practice by developing students' global competencies

Abstract

English Medium Instruction (EMI) in Japan exposes persistent tensions between the ambitions of internationalization policy and the realities of classroom implementation. While national frameworks promote global competencies, their emphasis on quantitative outcomes often constrains pedagogical imagination and overlooks the conditions required for meaningful learning. This study positions intercultural competence development as the foundation for achieving policy-driven global competencies, demonstrating how holistic student development can simultaneously serve students' personal growth and national internationalization goals. Drawing on collaborative action research (2020–2023), it addresses six recurring challenges: low self-efficacy, passive learning, collaboration difficulties, critical thinking limitations, research skill gaps, and cultural context influences. The resulting nine-component, student-centered framework integrates transformative learning, socio-cultural theory, communities of practice, and self-efficacy theory to show how content, language, and intercultural competence can develop concurrently. Grounded in teacher agency, the framework offers a flexible, adaptable model for EMI practitioners seeking to move beyond content-language dualism. The study seeks to stimulate dialogue on implementing EMI in more inclusive, reflective, and contextually responsive ways that align Japan's internationalization goals with holistic student development.