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Mutual (trans)formations of science and English-mediated instruction 
Miki Namba (Kagoshima University)
Nozomi Mizushima (Eikei University of Hiroshima)
Nick Kasparek (Eikei University of Hiroshima)
Yoko Taguchi (Eikei University of Hiroshima)
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Traditional Open Panel

Short Abstract:

This panel discusses how science and English-mediated instruction shape each other in educational practice, addressing issues of linguistic imperialism and pluriliteracies, decolonization, knowledge production, collective care, and inclusive education in STS, STEM, and other fields.

Long Abstract:

With the English language coming to predominate in “international” and “scientific” settings, English-medium instruction (EMI) in higher education has become more prevalent. EMI classrooms feature a diverse cast: teachers often as “non-native” English speakers, students with various English proficiencies (native and non-native), and technologies mediating communication. Moreover, when mediated in English, the historical, analogical, and discursive contexts such as the nature/culture dichotomy are inevitably disturbed and transformed. In this situation, any education, including allegedly universal science education, requires STS sensibilities. This panel aims to explore transformative EMI practices, attending to various challenges and possibilities. Does teaching in English perpetuate a form of linguistic imperialism, further expanding the reach of Western modern science? Are the local languages and pedagogical practices eroded, subjected to global hegemony? How can this trend be located in a broader circulation and generation of knowledge? The convenors are first-generation EMI practitioners, who thus lack the authority to simply transmit or reproduce the knowledge and education they have received. In other words, we are made less autonomous and more “disabled,” and reliance on human and non-human assistance becomes more visible (including spell-check, editing, and translation). As English can be “enriched” with other terms and concerns from multi-linguistic intellectual life (Law & Mol, 2020), so may science, thereby resisting the ossification of both and opening them to renewal. In other words, instead of questioning who is subject to whom (or which language), we can explore collective care and governmentality (Mol, 2008).

This panel welcomes anyone interested in:

- Teaching STS, STEM, or any other disciplines in other languages

- Engaging disability studies and inclusive education

- Challenging linguistic supremacy and striving for decolonization

- Transforming knowledge production with indigenous and local knowledges

- Making/doing transformations with pluriliteracies or pluriversality

Accepted papers: