Negotiating EMI teacher identity in Japan's internationalized classrooms

A duoethnography

Authors

  • Alexandra V. Terashima The University of Tokyo, Japan
  • Greg Dalziel The University of Tokyo, Japan

DOI:

https://doi.org/10.32674/13jzda57

Keywords:

teacher identity, duoethnography, EMI, internationalized higher education in Japan, professional development, short-term international exchange students

Abstract

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. 

Author Biographies

  • Alexandra V. Terashima, The University of Tokyo, Japan

    ALEXANDRA V TERASHIMA, PhD, is a Project Assistant Professor in the Center for Global Education at the University of Tokyo, Japan. Her major research interests are corpus linguistics, academic writing instruction and teacher professional identity development through reflection.

    Email: aterashima@g.ecc.u-tokyo.ac.jp

  • Greg Dalziel, The University of Tokyo, Japan

    GREG DALZIEL, PhD, is a Project Assistant Professor in the Center for Global Education at the University of Tokyo, Japan. Their research interests are in L2 writing pedagogy, teacher professional development, language learner development, and text analysis.

    Email: cgdalziel@g.ecc.u-tokyo.ac.jp

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2026-02-27

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How to Cite

Terashima, A. V., & Dalziel, G. (2026). Negotiating EMI teacher identity in Japan’s internationalized classrooms: A duoethnography. Journal of International Students, 105-126. https://doi.org/10.32674/13jzda57