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<p>In Japan, the International Baccalaureate (IB) Diploma Programme is increasingly implemented in public secondary schools through dual-language models incorporating English-medium instruction (EMI). Despite this expansion, little is known about how teachers’ classroom vocabulary supports disciplinary learning and academic language development in EMI IB contexts. Using the CEFR-based Vocabulary Level Analyzer (CVLA), a Common European Framework of Reference for Languages (CEFR)–based vocabulary analysis tool, the study examined how teachers employ language to make subject content accessible while supporting students’ academic language development. The findings revealed that teachers predominantly use accessible, interaction-oriented English to facilitate enquiry, while subject specialists incorporate higher-CEFR vocabulary at levels above B1, particularly discipline-specific terminology, in mathematics and science. In addition, teachers frequently employed IB command terms (e.g. analyse, evaluate, and justify), which are central to IB pedagogy and function as cross-disciplinary academic vocabulary supporting enquiry-based learning and disciplinary literacy across EMI classrooms. Existing EMI and IB research has rarely examined teachers’ actual classroom vocabulary use in Japanese public secondary IB contexts. This study addresses this gap by demonstrating how vocabulary functions as a pedagogical resource in EMI instruction. The findings have implications for EMI pedagogy, teacher preparation, and the implementation of IB programmes in Japan.</p>

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Implementing English-Medium Instruction Within Japan’s Dual Language Diploma Programme: Teacher Discourse and Vocabulary Practices

  • 期刊论文

  • 发表日期：

    2026年7月22日

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  • Mitsuhiro Kimura,
  • Yuya Akatsuka,
  • Akari Fuji

摘要

In Japan, the International Baccalaureate (IB) Diploma Programme is increasingly implemented in public secondary schools through dual-language models incorporating English-medium instruction (EMI). Despite this expansion, little is known about how teachers’ classroom vocabulary supports disciplinary learning and academic language development in EMI IB contexts. Using the CEFR-based Vocabulary Level Analyzer (CVLA), a Common European Framework of Reference for Languages (CEFR)–based vocabulary analysis tool, the study examined how teachers employ language to make subject content accessible while supporting students’ academic language development. The findings revealed that teachers predominantly use accessible, interaction-oriented English to facilitate enquiry, while subject specialists incorporate higher-CEFR vocabulary at levels above B1, particularly discipline-specific terminology, in mathematics and science. In addition, teachers frequently employed IB command terms (e.g. analyse, evaluate, and justify), which are central to IB pedagogy and function as cross-disciplinary academic vocabulary supporting enquiry-based learning and disciplinary literacy across EMI classrooms. Existing EMI and IB research has rarely examined teachers’ actual classroom vocabulary use in Japanese public secondary IB contexts. This study addresses this gap by demonstrating how vocabulary functions as a pedagogical resource in EMI instruction. The findings have implications for EMI pedagogy, teacher preparation, and the implementation of IB programmes in Japan.