Here is what the page “English-Taught Programs in Japan Face Language Hierarchy Paradox, Hiroshima University Stu” contains. A new study by Miki Shibata, a professor at Hiroshima University's Graduate School of Humanities and Social Sciences, uncovers a paradox in Japan's English-medium higher education. While universities officially deliver instruction in English, local peer expectations often pull classroom interactions back into Japanese. This creates what Shibata calls an implicit language hierarchy, where English is positioned as the language of instruction but Japanese remains the language of social belonging and informal communication.
For multilingual students, this dual expectation leads to ambivalent positions—they are expected to perform academically in English while navigating social dynamics in Japanese. The study highlights how language policies on paper can conflict with the lived realities of students, affecting participation, identity, and learning outcomes. Shibata’s research draws on classroom observations and interviews, revealing that even in English-medium programs, students may feel pressure to use Japanese to build rapport or avoid standing out. The full version stays on the original page, which this listing opens directly.