Discourse of English in Japan’s Higher Education: Can English Bring Success?

This study critically examines the dominant discourse in Japanese higher education that equates English proficiency with global success. In response to demographic shifts and declining university enrollments, universities in Japan have increasingly emphasized English as a key component of globalization strategies. Many universities promote English-medium instruction (EMI) and international studies programs as pathways to producing globally competitive graduates. However, this approach often assumes that English alone constitutes global competence, overlooking alternative perspectives on multilingualism and intercultural skills. Using a comparative and multimodal analysis of digital brochures from five Japanese foreign studies universities, this research explores how institutions frame English education in relation to globalization. The study employs content and discourse analysis to investigate implicit messaging and ideological constructs within these materials. It also incorporates researcher reflexivity to examine the role of personal narratives in shaping institutional branding. Findings suggest that universities conceptualize “global human resources” in varied ways, with some positioning English as a lingua franca and others emphasizing multilingualism. The study highlights the potential limitations of viewing English as the sole marker of global competence and argues for a more inclusive approach that integrates diverse linguistic and cultural perspectives. By critically assessing how English education is marketed and perceived, this research contributes to discussions on language policy, higher education reform, and the broader implications of English as a global language.