Our gateway is your gatekeeper: benefits and constraints of EMI for different participants in Japanese ELF contexts

This paper explores the interconnectedness of gatekeeper and gateway roles the same English-medium instruction (EMI) policy plays for different student populations at different times. The research site is located in an EMI programme at a Japanese university, where, for international students, EMI opens a gateway to the university, Japanese ability not being required at the entry point, whereas the same policy plays a gatekeeping role for Japanese students, a high English proficiency level based on native English speaker (NES) norms being required. However, for international students with plans to work for Japanese companies after graduation, their low Japanese ability starts playing a gatekeeping role for their future career, contrary to the situation at the outset. In contrast, Japanese students, who initially struggle to get used to EMI, after a few years, become empowered by their ability to use English as a lingua franca (ELF), which becomes a gateway to new career opportunities. Thus, the same EMI policy could play opposing roles for different student populations at different times, a gateway turning gatekeeper for one group, while for another, the initial gatekeeper turning gateway after some time. The exploration is mostly based on our interview data with EMI graduates at both undergraduate and graduate levels. Implications for language policy will also be discussed.