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Author: Gregory Paul Glasgow
Publisher: Candlin & Mynard
ISBN:
Category : Education
Languages : en
Pages : 506
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Book Description
It is claimed that the English language teaching (ELT) profession incorporates principles of multiculturalism, tolerance, and pluralism, especially since it is viewed as a practical tool to promote intercultural exchange. However, as movements for social justice worldwide become more prevalent, some stakeholders in the field are beginning to question the field’s genuine commitment to such values. In Japan, for example, is the English language truly viewed as a practical communication tool to engage with diverse interlocutors on the global stage? Or do problematic discourses regarding the notion of the “ownership of English” and the ‘idealized speaker of English’ prevail due to the lingering dichotomy between so-called ‘non-native’ English-speaking teachers (NNESTs) and ‘native’ English-speaking teachers (NESTs) — a dichotomy that unfortunately intersects with views of ethnoracial and cultural difference, and which leads to discriminatory tendencies in pedagogical practices, educational cultures, and social structures? The overall purpose of this volume is to initiate conversations about how issues surrounding language, race, and multiculturalism currently inform pedagogical practice in English Language Teaching (ELT) in Japan. We—the editor and contributors—intend to explore these issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to reflect on current challenges, raise appreciation for diversity in ELT, and dismantle inequities.
Author: Gregory Paul Glasgow
Publisher: Candlin & Mynard
ISBN:
Category : Education
Languages : en
Pages : 506
Get Book Here
Book Description
It is claimed that the English language teaching (ELT) profession incorporates principles of multiculturalism, tolerance, and pluralism, especially since it is viewed as a practical tool to promote intercultural exchange. However, as movements for social justice worldwide become more prevalent, some stakeholders in the field are beginning to question the field’s genuine commitment to such values. In Japan, for example, is the English language truly viewed as a practical communication tool to engage with diverse interlocutors on the global stage? Or do problematic discourses regarding the notion of the “ownership of English” and the ‘idealized speaker of English’ prevail due to the lingering dichotomy between so-called ‘non-native’ English-speaking teachers (NNESTs) and ‘native’ English-speaking teachers (NESTs) — a dichotomy that unfortunately intersects with views of ethnoracial and cultural difference, and which leads to discriminatory tendencies in pedagogical practices, educational cultures, and social structures? The overall purpose of this volume is to initiate conversations about how issues surrounding language, race, and multiculturalism currently inform pedagogical practice in English Language Teaching (ELT) in Japan. We—the editor and contributors—intend to explore these issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to reflect on current challenges, raise appreciation for diversity in ELT, and dismantle inequities.
Author: Gregory Paul Glasgow
Publisher: Independently Published
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
It is claimed that the English language teaching (ELT) profession incorporates principles of multiculturalism, tolerance, and pluralism, especially since it is viewed as a practical tool to promote intercultural exchange. However, as movements for social justice worldwide become more prevalent, some stakeholders in the field are beginning to question the field's genuine commitment to such values. In Japan, for example, is the English language truly viewed as a practical communication tool to engage with diverse interlocutors on the global stage? Or do problematic discourses regarding the notion of the "ownership of English" and the 'idealized speaker of English' prevail due to the lingering dichotomy between so-called 'non-native' English-speaking teachers (NNESTs) and 'native' English-speaking teachers (NESTs) - a dichotomy that unfortunately intersects with views of ethnoracial and cultural difference, and which leads to discriminatory tendencies in pedagogical practices, educational cultures, and social structures? The overall purpose of this volume is to initiate conversations about how issues surrounding language, race, and multiculturalism currently inform pedagogical practice in English Language Teaching (ELT) in Japan. We-the editor and contributors-intend to explore these issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to reflect on current challenges, raise appreciation for diversity in ELT, and dismantle inequities.
Author: Gregory Paul Glasgow
Publisher: Channel View Publications
ISBN: 1800416369
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
This book examines the pedagogical and professional experiences of a transnational group of teachers from the African continent and diaspora who made the decision to live and teach English in Japan. Through a layered analytical framework, it explores how these teachers struggle to negotiate their raciolinguistic identities in contexts that may prove to be professionally supportive in some cases but marginalizing in others. The author contends that although multiculturalism and diversity within ELT in Japan may currently seem to be more prevalent, the agency that Black teachers exercise in promoting their own cultures and language varieties may be constrained depending on the characteristics of the institutions in which they teach. The issues raised in this volume will be relevant to educators, administrators, curriculum and materials developers, and researchers committed to promoting equity, racial harmony, and intercultural understanding in language education.
Author: Wendy M. Gough
Publisher: Candlin & Mynard
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 303
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Book Description
This book explores the profound impact of Emergency Remote Teaching (ERT) on part-time university English language teachers in Japan during the COVID-19 pandemic. Through a blend of quantitative data and heartfelt personal narratives, the authors reveal the complex challenges faced by these educators—ranging from job insecurity to the rapid adoption of new teaching technologies. The initial chapters delve into the setup of the study, followed by detailed analyses of survey and interview data that underscore the vulnerability and resilience these teachers exhibited. As the pandemic forced a sudden shift to online education, the book examines how these teachers navigated their altered professional landscapes, balancing teaching responsibilities with personal and professional uncertainties. Part three of the book focuses on the voices of the participants, offering rich, first-person insights into their experiences during the first semester of ERT. The narrative deepens with participant interviews and personal reflections that illustrate the profound psychological impacts and the innovative coping strategies developed in response to the crisis. In concluding, the book addresses the future of educational practices, emphasizing the importance of institutional support and professional development in enhancing the resilience and effectiveness of part-time faculty. This comprehensive study not only highlights the immediate effects of the pandemic on educational practices but also serves as a crucial resource for understanding the ongoing needs and contributions of part-time teachers in higher education.
Author: Mieko Yamada
Publisher: Routledge
ISBN: 9780415787888
Category :
Languages : en
Pages : 0
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Book Description
This book examines the complex nature of Japan's promotion of English as a Foreign Language (EFL) and suggests new directions for incorporating multicultural perspectives in the development of English language education in Japan.
Author: Alexandra Burke
Publisher: Candlin & Mynard
ISBN:
Category : Education
Languages : en
Pages : 499
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Book Description
While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide barrier-free learning environments. This book gives a general background on inclusive education internationally and in Japan and provides case studies of successful accommodations for language learners with disabilities in English language education. The book is essential reading for language teachers at all levels of education in Japan and parents of language learners with disabilities. In addition, it is an excellent resource for language teachers based in other countries who are interested in providing inclusive and supportive language education.
Author: Naoko Araki
Publisher: Springer
ISBN: 9463510591
Category : Education
Languages : en
Pages : 151
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Book Description
No one is born fully-formed: it is through self-experience in the world that we become what we are. – Paulo Freire Diversity in Japanese Education explores ‘self-experience’ of individual learners and educators in Japan. The word ‘diversity’ is not limited to one’s ethnic background. Here, diversity refers to one’s pedagogical experiences and life experiences; to the norms, beliefs and values that impact such relations. These experiences and relations are fluid as they are shaped and reshaped in global and glocal settings. They are also reflected in praxis of English language learning and teaching in Japan. The authors’ educational backgrounds vary but they all share the common ground of being educators in Japan. Through being involved in learning and/or teaching English language in Japan, they have witnessed and experienced ‘diversity’ in their own pedagogical context. The book focuses on shifting critical and reflexive eyes on qualitative studies of pedagogical experiences rather than presenting one ‘fixed’ view of Japanese education.
Author: Mayumi Ohara
Publisher: Routledge
ISBN: 1351654489
Category : Social Science
Languages : en
Pages : 185
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Book Description
In 1945 Japan had to adjust very rapidly to sudden defeat, to the arrival of the American Occupation and to the encounter with the English language, together with a different outlook on many aspects of society and government. This scholarly book is based on in-depth interviews with people, now aged, who were school students at the time of the Occupation and who experienced first-hand this immense cultural change. The book considers the nature of the changing outlook, including democratization, the new role for the Japanese Emperor and all this represented for the place of tradition in Japanese life and the growing emphasis on individualism away from collectivism. It discusses the changing system of education itself, including new structures and new textbooks, and relates the feelings of the participants as they came to terms with defeat and the language and culture of the former enemy. Overall, the book provides a fascinating insight into a key period of Japanese history.
Author: Sachiko Horiguchi
Publisher: Springer
ISBN: 9463003258
Category : Education
Languages : en
Pages : 200
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Book Description
Language education is a highly contested arena within any nation and one that arouses an array of sentiments and identity conflicts. What languages, or what varieties of a language, are to be taught and learned, and how? By whom, for whom, for what purposes and in what contexts? Such questions concern not only policy makers but also teachers, parents, students, as well as businesspeople, politicians, and other social actors. For Japan, a nation state with ideologies of national identity strongly tied to language, these issues have long been of particular concern. This volume presents the cacophony of voices in the field of language education in contemporary Japan, with its focus on English language education. It explores the complex and intricate relationships between the “local” and the “global,” and more specifically the links between the levels of policy, educational institutions, classrooms, and the individual. In the much-contested field of foreign language teaching in Japan, this book takes the reader directly to the places that really matter. With the help of expert guides in the fields of anthropology, sociology and linguistics, we are invited to join a vital discussion about the potentially revolutionary implications of the Japanese government’s policy of teaching Japanese citizens to not only passively engage with written English texts but to actually use English as a means of global communication.” – Robert Aspinall, PhD (Oxford), Professor, Faculty of Economics, Department of Social Systems, Shiga University, Japan This insightful book about language education involves different disciplines using ethnographic methods. Both ‘native’ and ‘non-native’ speakers of Japanese (or English) collaboratively examine two different types of qualitative approaches in Japan – the positivistic and the processual. This is a must-have book for researchers and educators of language who are interested in not only Japan but also language education generally.” – Shinji Sato, PhD (Columbia), Director of the Japanese Language Program, Department of East Asian Studies, Princeton University, USA.
Author: Veronika Makarova
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 312
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Book Description
