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 back into Japanese.
We haven't written up this one. Phys.org has the full story — the link below goes straight to it.
