This chapter is grounded in the storied realities of an EMI programme in a Japanese university where one entire campus was transformed into an English-speaking operation. The accompanying rhetoric reified campus ‘internationalization’ as part of the quest for institutional ‘renewal’. Given the ambitiousness and contentiousness of this undertaking, the EMI programme would eventually become implicated in controversies over the workings of underlying ideologies linked to campus Englishization. In so forcibly compounding Englishization, internationalization, and institutional renewal with EMI, the administration introduced a set of ancillary activities and practices involving advertising and faculty recruitment that bore only peripheral relevance to EMI. While principally irrelevant to EMI, these undertakings were not arbitrary but a part of using EMI to fulfil agendas that went beyond concerns over medium of instruction per se, or for that matter education. In this critique the authors consider these peripheral undertakings to be para-EMI activities and argue that these activities were influenced by prevailing cultural political and socio-economic relations within Japanese society.

Chapter 5 expands on Johns’s socioliterate view of writing development to integrate her view within the mutually beneficial fields of genre theory or analysis and broader fields such as Second Language Acquisition, rhetoric and composition studies. Using survey research, this chapter explores researchers’ writing strategies and resources to compose traditional and new digital genres in one or more languages. In acknowledging the pedagogical value of individual experiences accumulated in writing practices, this chapter also attaches value to ‘generic interdiscursivity’, as prior genre knowledge can scaffold the composing process of other genres, both written, spoken and hybrid, through strategies of connectivity across discursive practice. The chapter critically supports Gentil’s important claim of ‘biliteracy’ in genre practices, or the use of previous genre knowledge in one language to compose genres in other languages. Corpus data illustrate aspects of multimodal rhetoric and the construction of visual scientific arguments in multisemiotic genres and in multilingual genre sets.