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In many English as a Medium of Instruction (EMI) content-based university courses in Japan, there are power dynamics in play with high-status individuals, namely native language speakers (L1) and proficient second language speakers (L2) at the top, and Japanese L2 speakers at the bottom. The question is: how do we achieve a more egalitarian and participatory environment in which a low-status speaker feels not only less intimidated by other L2 interlocutors, but also less constrained by native speaking (NS) norms and values? To answer this question, this paper will examine a case study of an EMI course offered at a private university in Hiroshima. In particular, it will focus on the pedagogic strategies and practices the instructor at this university used to create a Community of Practice (COP) in which mutual engagement, joint negotiations and shared experiences and expertise were goals which all members could achieve. There were 18 participants in this case study: 11 Japanese, 4 L1 speakers (2 Americans and 2 New Zealanders) and 1 Chinese, French and South Korean. Data collection was based on the participant’s quantitative and qualitative feedback of their performance in their group discussions. Additional analysis came from informal interviews from the students as well as personal insights from the instructor. These results revealed that although power still rested with the NS students, there was evidence that accommodations were being practiced by all participants thus creating a more harmonious COP. Lastly, a brief follow-up to this case study will be examined.

Exploring the Power Dynamics within an EMI Content Based Course in Japan: A Case Study