Abstract
This study outlines the position of communication studies (using English as a medium of instruction) within a Japanese higher education institution and the ongoing struggles experienced by communications faculty through imposed conflations with English as a Foreign Language (EFL) education. It is a common practice within almost all Japanese universities for students to have EFL education during their first two years of undergraduate study. This is often realized as formal language proficiency training supported by so-called native speakers of English who are often employed on temporal contracts and other irregular terms. Within the current research context (an information systems university) the founding philosophy re-imagined EFL education for non-language majors as the training of “playful scientists” through creative English medium experiences relevant the themes of the university. Over time, these ideals have come under increased threat from regressive stakeholders who have moved to assign traditional EFL roles to non-Japanese English speakers regardless of their employment purpose, qualifications and research domain, or their specialized skills within the academic field of communication. Drawing from faculty interviews and policy documentation, this presentation argues that while both disciplines share a common focus on language and communication, their objectives, theoretical frameworks, and pedagogical approaches diverge significantly. The study argues for the independence of communication studies from EFL education within those educational contexts where oppressive nativists views on language and function persist to the professional detriment of faculty who possess skills and abilities beyond assumptions surrounding their so-called native language.
Presenters
Damian RiversProfessor, School of Systems Information Science, Future University Hakodate, Hokkaido, Japan
