Implicit language hierarchies in English-taught programs create ambivalent positions for multilingual students

The Quick Take
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.
Ground Level News gathers headlines from public news feeds. This page shows a short summary only; the full article and all rights belong to Phys.org.


