Work

Factors Influencing L1 Japanese Language Teachers’ English-Medium Instruction Practices: A Cross-National Study on Multilingualism in JFL Classrooms

Year: 2025

Type: article

Abstract: Teaching Japanese in multilingual classrooms presents challenges, often leading L1 Japanese language teachers (L1 JLTs) to use English-medium instruction (EMI). This study provides a global perspective on the use of EMI, analyzing responses of L1 teachers (n = 256) to the questionnaire conducted among 39 mainly non-English speaking countries. The article examines the factors influencing Japanese as a Foreign Language (JFL) teachers’ willingness to use EMI, categorizing them into three broad groups: demographic, linguistic, and contextual. The findings revealed several significant factors, including the L1 JLTs’ work experience, their highest level of education, exposure to foreign language teaching methods, the proficiency level of Japanese they teach, and individual multilingualism. Conversely, age and geographical region of teaching were found to have minimal influence on EMI practice. Additionally, the educational stage at which teachers instruct students is categorized as a separate influence factor, showing different impacts on EMI usage than traditionally expected.

Source: Journal of Language Identity & Education

DOI: 10.1080/15348458.2025.2584105

Authors: Olha Luchenko, Liudmyla Zubkova, Yuliia Fedorchenko

Institutions: Comenius University Bratislava, V. N. Karazin Kharkiv National University

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: NextGenerationEU