Department of Education

Viewing archives for St Catherine's College

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their perceived content learning experience.

Alongside his DPhil study, Ikuya also works part-time as a research assistant at the English Medium Instruction Research Group and a tutor for the Critical Reading Workshop on MSc in Applied Linguistics and Second Language Acquisition (MSc ALSLA).

Publications
Book Chapters
  • Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of higher education. In Bowles, H. & Murphy, A. (Eds.), English medium instruction and the internationalisation of universities. Palgrave Macmillan. https://www.palgrave.com/it/book/9783030478599
  • Aizawa, I., Thompson, G., & Curle, S. (2022). Success Stories from English-Medium Instruction Undergraduate Students in Japan: Student Perceptions of Challenge and Benefit. In McKinley, J. & Galloway, N. (Eds.), English Medium Instruction Practices in Higher Education: International perspectives. Bloomsbury, contracted and in progress.
Journal Articles
  • Aizawa, I. & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System. https://doi.org/10.1016/j.system.2020.102390
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research. https://journals.sagepub.com/doi/10.1177/1362168820965510
  • Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1590690

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Marja’s research to date has focused on female leaders in education.

Her doctoral research focuses on OECD countries with a strong educational system as according to the programme for international student assessment (PISA).

Marja works as a Deputy Head at Tallinn English College and a visiting lecturer at Tallinn University in Estonia. She holds an MA in Education Management and a BA in Psychology.

Ikuya is a DPhil student in the Department of Education. He is also a doctoral researcher of the English Medium Instruction (EMI) Research Group.

His DPhil research explores the effects of English Medium Instruction (EMI) on undergraduate students’ learning of Chemistry in Japan. In his research, Ikuya undertook a direct comparison between students studying introductory Chemistry in an EMI course and those studying the same curriculum in a Japanese medium instruction course. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test differences were triangulated with student and teacher interviews, in addition to lecture observations, in order to identify further differences in their percei