Explore the vast range of titles available.

Through the analysis of English in the linguistic landscape (LL) of Tokyo, this article demonstrates the diverse functions of English on signage and argues that the use of English in different areas of Tokyo mirrors the distinct socioeconomic characteristics of each area, aiming to highlight how English contributes to shaping the multifaceted Tokyo's cityscape. This study specifically contrasts the three areas: Asakusa and Tsukiji, Shibuya, and Roppongi and Azabu. The data consists of photographed signs, supplemented with fieldnotes, obtained from fieldwork in 2023. Considering all the aspects of the observed signs, the diverse English use on signage can be viewed as a manifestation of its proliferation and localisation as a global language, adapting to a diverse audience, including Japanese locals, visitors from overseas, and local foreign residents. As a result of such manifestation, along with the varied functions and interplay with social contexts, the aggregate of English signs of each area collectively crafts the complexity of Tokyo's mosaic cityscape.

Faculty members are a key stakeholder group in the internationalization of higher education. However, there is scant research on faculty in higher education internationalization, especially in the non-English-speaking world. Taking Taiwan as a case study, this study examines faculty’s perspective on and role in internationalization. Based on the data collected through in-depth interviews with faculty members and participant observation at four universities, the study shows that while faculty unanimously agreed on internationalizing higher education, they held divergent imaginaries on internationalization and different perspectives on internationalization strategies. Furthermore, university internationalization affected faculty’s work lives through performancism in faculty evaluations, the emphasis on international publications for research output, and using English as a medium of instruction (EMI). In response, faculty either took an active role in internationalization by embracing the changes, or a passive role by avoiding, questioning, or resisting internationalization initiatives. Faculty’s imaginaries of internationalization and seniority ranking were crucial in shaping their responses to and roles taken in the internationalization of higher education. This study discusses the impact of higher education internationalization on faculty’s academic profession and illuminates the challenges that universities and faculty face in non-English-speaking countries that aspire to compete in the global market of higher education.

In this study, the role French maintains in education is assessed across Europe, Africa, and the Middle East. Statistics on the numbers of L1 users, those who have French as an additional language, as well as other demographic data, are used to chart trends in acquisition patterns across these three regions. The decline in the learning of traditional additional languages is juxtaposed with Englishization. What languages are utilized in school as the language of instruction, as well as what foreign languages are promoted in educational systems, has a profound impact on patterns of second-language acquisition. Here, in all three regions, English is gaining ground at the expense of other languages in primary and secondary school, as well as in higher education, and one result of this historic shift in the acquisition of additional languages is that English is now significantly reducing the importance of French in Francophone Africa.

The Chinese language is changing, and like other languages, has been becoming more like English. This article focuses on the Englishization (Europeanization) of certain Chinese passive constructions. Previous research indicates that written Chinese has seen an increase in the use of the 被 bèi passive construction (BEIC) and a concomitant decrease in use of the notional passive construction (NPC) over time. This assertion is supported by a corpus-based analysis. An apparent-time research study shows that, in general, younger, more educated participants (those hypothesized to have more exposure to English) are more likely to use BEIC than are older, less educated participants in the sentence continuation task. However, this difference between groups is not captured in the binary forced choice task due to the increased use of BEIC under a conscious condition by the older, less educated participants. This finding sheds light on the psychological mechanism of internalization involved with Englishization.

There has been a sweeping increase in a number of universities in the Russian Federation that are moving to implement courses and programs through English medium instructions (EMI). In other words, English is being used to deliver and teach content in the sciences, math, history, business, and engineering both in public and private education at all stages - primary, secondary, and tertiary one. With the aim to promote international exchange, raise the quality and prestige of educational establishments, and provide a well-qualified bilingual workforce for improving the country's economy EMI has become an exponentially developing trend in higher education all over the globe. The authors of the current research set a focus account of EMI status at Kazan Federal University, Institute of Management, Economics and Finance, basically the attitude of the teacher staff towards this academic phenomenon, their fears and expectations, and designing a tailor-made course with the view to enhance EMI methodology awareness as well as English language proficiency of academia. The authors adopted a mixed method design where we have included the data placed on the official university websites analysis as well as the data from the questionnaire. The results of the survey were analyzed using the descriptive statistics methods. The paper concludes with the proposed syllabus design for an advanced training course \"English for teaching proficiency\". Thus, despite plenty of challenges, pitfalls, outcomes and expectations we do emphasize the crucial character of the course and its introduction at a graduate level.

This paper analyzes the growing impact of English in German higher education. The analysis addresses the issues of higher education policy and practice, focusing on the discrepancies across these areas with respect to English use. The first part of the paper examines policy initiatives on the European Union (EU), federal, and institutional levels that reveal the lack of an explicit language policy. This is contrasted with an analysis of administrative measures that in fact are paving the way for the expanded functional range for English, such as the establishment of new degree programs specifically designated as auslandsorientiert or internationally oriented. The examination includes a closer look at the impact of English at one German institution, the Freie Universität Berlin (FUB). Finally, the paper addresses some of the political, financial and educational issues to be considered as a consequence of the expanding role of English in higher education.

面對全球化及國際化浪潮，我國政府尋求以提升國民英語力來增加國際競爭力，在雙語政策的影響下，教育部於2021年啟動「大專校院學生雙語化學習計畫」，計畫聚焦於「重點培育」及「普及提升」兩大主軸，強化學生英語力、推動全英語課程，提升高等教育國際競爭力。有鑑於歐洲國家高等教育對外語的重視早於臺灣，本文探討歐洲大學實施英語化相關政策與經驗，歸結歐洲大學英語化特色為：一、英語化與多語制並行；二、英語化被視為推動國際化的主要助力；三、各國英語化政策發展速度不一，且發展並非單一方向。主要面臨之挑戰與爭議則有：一、高等教育語言政策上英語化與多語制的平衡；二、師生語言能力評鑑與認證廣受關注；三、具彈性且全面的學校語言政策是實施的核心。基於歐洲國家的發展經驗，最後提出臺灣雙語政策實施的建議以為參考