1. Does the focal student of this case study experience any distress in the difficulties in spontaneous L2 speaking? If so, what induces the distress?2. What consequences does this distress bring?A Diligent Student’s Distress in English-Medium Instruction Classes: A Longitudinal Study43MethodsThe Siteperspective. L2 socialization refers to “a process by which non-native speakers of a language . . . seek competence in the language and, typically, membership and the ability to participate in the practices of communities in which that language is spoken” （Duff, 2011, p. 564）. L2 socialization concerns social practices, power structure, and their impact on identity construction. Some SLS paradigm scholars view social identities of non-native speakers to be co-constructed by inequitable social relations, and when this identity is threatened, the individuals feel discomfort （Duff, 2010; Morita, 2004）. For example, Morita （2004） has shown how international students were marginalized and experienced discomfort in North American university classrooms. Following this line of discussion, this paper sheds light on EMI students’ discomfort, particularly exploring their distress.Taking the SLS perspective, this paper views Japanese EMI students as emergent bilinguals. Resonating with García （2009）, I use the term “emergent bilinguals” rather than “L2 learners” because the latter term seems to emphasize their language learning dimensions rather than them being capable language users. The term “emergent bilinguals” offers the perspective of “a bilingual continuum of more or less accessibility to languaging bilingually” and thus emphasizes their “educational possibilities” （García, 2009, p. 323）, originally invented in the context of North American bilingual education. In the Japanese context, there is usually a minimum language level requirement for Japanese students to take EMI courses, assessed by standardized language tests such as TOEFL. However, it is common for students who have passed the threshold to still struggle in EMI classes, since many Japanese students have graduated from L1-taught high schools where they have not had opportunities to practice spontaneous L2 speaking in academic settings. Hence, it is more appropriate to use the term “emergent bilinguals” for Japanese EMI students, because they possess the requisite language knowledge, but they have not yet been socialized into communities where academic English is used.Situating student experience in the SLS perspective, this study aims to portray the distress of an emergent bilingual Japanese university student in a discussion-based EMI course. This paper addresses the following research questions:The study explores the focal student’s experience in one discussion-based EMI classroom for one semester, titled Gender Education in the United States （pseudonym）, offered online using Zoom due to the pandemic in 2020. The class was student-centered and discussion-based. Every class had at least a minimum of four breakout discussion sessions of approximately 40 minutes. The course had Research Questions
元のページ ../index.html#49