2026/02/27 by Alexandra V. Terashima, Greg Dalziel · 1 voice
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #English for academic purposes #Identity (music) #Identity negotiation #Intercultural communication #Intercultural learning #Multilingual Education and Policy #Negotiation #Qualitative research #Second Language Learning and Teaching #Teaching method #Work (physics)
paper · pdf · doi:10.32674/13jzda57
published in Journal of International Students 16(8), 105-126 (Editors of the journals)
openalex created_date 2026/02/27 · openalex publication_date 2026/02/27 · openalex updated_date 2026/06/26
This duoethnographic study examines the experiences of two lecturers transitioning from English for Academic Purposes (EAP) to English-Medium Instruction (EMI) at a Japanese university, where they teach mixed cohorts of degree-seeking students and short-term exchange students. Through collaborative dialog, we explore how teaching in diverse pedagogical contexts, coupled with conflicting student expectations, shapes professional identity and teacher practice. Our analysis identifies three tensions: divergent interpretations of whether EMI should prioritize content or intercultural exchange; mismatched expectations between degree-seeking students wanting language practice and exchange students with varying levels of academic engagement; and identity disruption as confident EAP instructors became uncertain EMI teachers. We argue that inclusive internationalized classrooms require recognizing the emotional labor and identity work of faculty.