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Author: Mieko Yamada
Publisher: Routledge
ISBN: 1317803965
Category : Education
Languages : en
Pages : 180
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Book Description
The Role of English Teaching in Modern Japan examines the complex nature of Japan’s promotion of English as a Foreign Language (EFL). In globalized societies where people with different native languages communicate through English, multicultural and multilinguistic interactions are widely created. This book takes the opportunity to look at Japan and examines how these multiple realities have affected its English language teaching within the domestic context. The myth of Japan’s racial and ethnic homogeneity may hinder many Japanese in recognizing realities of its own minority groups such as Ainu, Zainichi Koreans, and Brazilian Japanese, who are in the same EFL classrooms. Acknowledging a variety of English uses and users in Japan, this book emphasizes the influence of Japan’s recent domestic diversity on its EFL curriculum and urges that such changes should be addressed. It suggests new directions for incorporating multicultural perspectives in order to develop English language education in Japan and other Asian contexts where English is often taught as a foreign language. Chapters include: Social, cultural, and political background of Japan’s EFL education Race, ethnicity, and multiculturalism Representations of diversity in Japanese EFL Textbooks Perceptions of English learning and diversity in Japan The role of EFL education in multicultural Japan
Author: Mieko Yamada
Publisher: Routledge
ISBN: 1317803965
Category : Education
Languages : en
Pages : 180
Get Book Here
Book Description
The Role of English Teaching in Modern Japan examines the complex nature of Japan’s promotion of English as a Foreign Language (EFL). In globalized societies where people with different native languages communicate through English, multicultural and multilinguistic interactions are widely created. This book takes the opportunity to look at Japan and examines how these multiple realities have affected its English language teaching within the domestic context. The myth of Japan’s racial and ethnic homogeneity may hinder many Japanese in recognizing realities of its own minority groups such as Ainu, Zainichi Koreans, and Brazilian Japanese, who are in the same EFL classrooms. Acknowledging a variety of English uses and users in Japan, this book emphasizes the influence of Japan’s recent domestic diversity on its EFL curriculum and urges that such changes should be addressed. It suggests new directions for incorporating multicultural perspectives in order to develop English language education in Japan and other Asian contexts where English is often taught as a foreign language. Chapters include: Social, cultural, and political background of Japan’s EFL education Race, ethnicity, and multiculturalism Representations of diversity in Japanese EFL Textbooks Perceptions of English learning and diversity in Japan The role of EFL education in multicultural Japan
Author: Mieko Yamada
Publisher: Routledge
ISBN: 1317803973
Category : Education
Languages : en
Pages : 157
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Book Description
The Role of English Teaching in Modern Japan examines the complex nature of Japan’s promotion of English as a Foreign Language (EFL). In globalized societies where people with different native languages communicate through English, multicultural and multilinguistic interactions are widely created. This book takes the opportunity to look at Japan and examines how these multiple realities have affected its English language teaching within the domestic context. The myth of Japan’s racial and ethnic homogeneity may hinder many Japanese in recognizing realities of its own minority groups such as Ainu, Zainichi Koreans, and Brazilian Japanese, who are in the same EFL classrooms. Acknowledging a variety of English uses and users in Japan, this book emphasizes the influence of Japan’s recent domestic diversity on its EFL curriculum and urges that such changes should be addressed. It suggests new directions for incorporating multicultural perspectives in order to develop English language education in Japan and other Asian contexts where English is often taught as a foreign language. Chapters include: Social, cultural, and political background of Japan’s EFL education Race, ethnicity, and multiculturalism Representations of diversity in Japanese EFL Textbooks Perceptions of English learning and diversity in Japan The role of EFL education in multicultural Japan
Author: Kayoko Hashimoto
Publisher: Routledge
ISBN: 131541323X
Category : Language Arts & Disciplines
Languages : en
Pages : 161
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Book Description
Why has English language proficiency in Japan remained so low in comparison to other Asian countries? Has Vietnam attempted to improve English language teaching because ASEAN has adopted English as its working language? Why do English language teachers struggle with curriculum changes imposed by governments in order to make them competitive in the international community? Do professional development (PD) programs actually meet the needs of teachers? This book addresses issues surrounding these questions by examining how the Japanese and Vietnamese governments have approached and defined the PD of English language teachers and how such PD programs have been delivered. It further analyses the impact of policy changes on individual teachers and explores how PD can help teachers to implement such changes effectively at the micro-level. PD of language teachers or language teacher education is relatively new as a field of inquiry in Applied Linguistics. By including case studies of Japan and Vietnam in the one volume, this book embarks on the challenging task of demonstrating that PD is an essential element of the successful implementation of language policies in Asia, where World Englishes have been shaped by distinct local contexts.
Author: Glenn Toh
Publisher: Springer
ISBN: 3319397052
Category : Language Arts & Disciplines
Languages : en
Pages : 223
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Book Description
This book sets out to uncover and discuss the curricular, pedagogical as well as cultural-political issues relating to ideological contradictions inherent in the adoption of English as medium of instruction in Japanese education. Situating the Japanese adoption of EMI in contradicting discourses of outward globalization and inward Japaneseness, the book critiques the current trend, in which EMI merely serves as an ornamental and promotional function rather than a robust educational intervention.
Author: Juan de Dios Martínez Agudo
Publisher: Springer
ISBN: 3319754386
Category : Education
Languages : en
Pages : 441
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Book Description
This edited volume explores the multifaceted nature of teacher emotions, presenting current research from different approaches and perspectives, focused towards the second language classroom. Twenty three chapters by well-known scholars from the applied linguistics, TESOL and educational psychology fields provide the reader with a holistic picture of teacher emotions, making this collection a significant contribution to the field of second language teaching. Given the emotional nature of teaching, the book explores a number of key issues or dimensions of L2 teachers’ emotions that were until now rarely considered. The contributions present the views of a select group of applied linguistic researchers and L2 teacher educators from around the world. This international perspective makes the book essential reading for both L2 teachers and teacher educators.
Author: Kashif Raza
Publisher: Springer Nature
ISBN: 9811993505
Category : Language Arts & Disciplines
Languages : en
Pages : 520
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Book Description
This book presents exemplars of multilingualism in TESOL worldwide. It incorporates essential topics such as curriculum development, classroom instruction, materials creation, assessment, and teacher training where TESOL and multilingualism co-exist and co-develop. The wide-ranging and international collection of chapters is written by leading researchers in multilingualism and TESOL from around the world. This handbook provides unique insights into a range of practical approaches to promote local, indigenous and national languages in English language classrooms across a range of instructional programs in various geographical contexts. The book is divided into six sections. Part 1 presents curricular and principle-based approaches to multilingual TESOL in ESL/EFL classes. Part 2 includes chapters that showcase how diverse teachers bring multilingual TESOL to their classrooms. Part 3 discusses the challenges of teaching multilingual TESOL and how educators address them in their contexts. Part 4 provides activities and materials to support local languages in TESOL classrooms. Part 5 addresses assessment issues in multilingual TESOL. Part 6 includes initiatives and examples to prepare TESOL teachers to promote multilingualism in ESL/EFL classrooms.
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: Patrick C. L. Ng
Publisher: Routledge
ISBN: 1317295811
Category : Education
Languages : en
Pages : 217
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Book Description
The role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers’ individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy. Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include: English language teaching in China: teacher agency in response to curricular innovations Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge Teacher agency, the native/nonnative dichotomy, and "English Classes in English" in Japanese high Schools Teacher-designed high stakes English language testing: washback and impact This book will appeal to researcher across all sectors of education, in particular key stakeholders in curriculum and language planning. Those interested in the latest development of English language teaching will also find this book a valuable resource.
Author: Osman Barnawi
Publisher: Routledge
ISBN: 1000283542
Category : Education
Languages : en
Pages : 270
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Book Description
TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts. The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism. This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics
Author: Anna Krulatz
Publisher: Channel View Publications
ISBN: 1788926439
Category : Language Arts & Disciplines
Languages : en
Pages : 317
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Book Description
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.
