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I decided to enrol in the Graduate School of International Culture and Communication Studies (GSICCS) because I wished to deepen my understanding in sociolinguistics, a field that examines a wide range of issues concerning the relationships between language and society. GSICCS has proved to be an ideal place to pursue my master\u2019s degree because of its interdisciplinary nature: I have been able to take courses not only in sociolinguistics but also in applied linguistics, cultural studies, film studies, translation studies, and other related areas. As GSICCS brings together students and teachers with truly diverse linguistic and cultural backgrounds, I have gained many new insights through discussions and interactions both inside and outside the classroom. Moreover, my supervisor, Prof. Dr. Masakazu Iino, has provided me with ample opportunities to develop my academic interests, such as consulting with world-renowned scholars, working as a teaching assistant, and participating in conferences and workshops.<\/span>\u00a0<\/span><\/p>\n My ongoing research project investigates the identities of students enrolled in English-medium degree\u00a0programmes\u00a0at Japanese universities. Although Japanese has traditionally been the medium of instruction, recent years have seen a growing popularity of English-medium instruction in Japanese higher education. One such example is Waseda University\u2019s School of International Liberal Studies (SILS), the undergraduate liberal arts\u00a0programme\u00a0from which I obtained my bachelor\u2019s degree in\u00a02024. Born, raised, and educated entirely in Japan, I struggled under the English-medium policy and\u00a0observed\u00a0many of my peers facing similar challenges. This transition from\u00a0relatively monolingual, monocultural secondary education to multilingual, multicultural higher education poses significant challenges for students. They struggle not only because they\u00a0study through\u00a0a foreign language but also because they must construct and negotiate old and new identities that\u00a0emerge\u00a0from this contact situation. Despite a growing body of research on linguistic and structural challenges, identity issues in English-medium instruction remain underexplored.<\/span>\u00a0<\/span><\/p>\n My research has been particularly influenced by the works of sociologist Pierre Bourdieu and applied linguist Bonny Norton. Bourdieu argues that language is not only a medium of communication but also a medium of power. Drawing on Bourdieu\u2019s social theory, Norton\u00a0conceptualised\u00a0\u201cinvestment\u201d and \u201cidentity\u201d in language learning and teaching. Norton argues that, when language learners use the target language, they are not only exchanging information with interlocutors but also constructing and negotiating identity, which is complex, often contradictory, and changing across time and space. Drawing on the “model of investment” proposed by Norton and applied linguist Ron Darvin, which positions investment at the intersection of capital (power), identity, and ideology, my research addresses the\u00a0following questions: (1)\u202fHow do students\u00a0conceptualise\u00a0\u201cEnglish\u201d in English-medium instruction? (2) How do students \u201cinvest\u201d in language learning in English-medium instruction? and (3) How do students construct and negotiate identity in English-medium instruction?<\/span>\u00a0<\/span><\/p>\n