Implicit language hierarchies in English-taught programs create ambivalent positions for multilingual students
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
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 This story matters for Science & Discovery readers tracking student. Reported by phys.org. Read the full original at the source link below.
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