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This book shows how English language instructors in Japan explored the questions and issues which most closely affected them and their students in the language learning process. Each of the teacher-researchers had a puzzle. After reviewing existing literature, each writer found a way to adjust their practice, and in these chapters, they report on the results. Topics include educational technology, learner autonomy, feedback, and novel approaches to listening, reading and writing instruction. Although the contributors are working in Japan, classroom practitioners from the wider international language teaching community can benefit from the practical teaching approaches and accessible descriptions of practitioner research to be found in this book. A secondary audience of educational managers and teacher trainers will also find value in chapters which outline the ways in which an environment conducive to practitioner research can be facilitated.
Written by leading English-language educators in Japan, this Handbook provides an in-depth guide for the new generation of teachers at Japanese universities. In clear, accessible prose, it offers practical and detailed advice on effective classroom pedagogy, student motivation, learning styles, classroom culture, national language policy, career opportunities, departmental politics, administrative mindset, and institutional identity. Its four sections—The setting, The courses, The classroom, and The workplace—examine issues faced by university language teachers as well as challenges confronted by the increasing number of scholars teaching English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL) courses. Firmly grounded in contemporary teaching method and theory, the Handbook’s 23 chapters also acknowledge the influence of diverse movements such as World Englishes, global issues, gender, and positive psychology. Its three appendices contain information on organizations, books, journals, and websites particularly useful for Japanese university educators; explanation of types and rankings of schools; ways to learn more about individual institutions for job-hunting; and detailed information on the structure (and Japanese titles) of faculty and non-teaching staff at the typical university. This Handbook is an invaluable resource for anyone teaching, or aspiring to teach, at a Japanese university.
Includes biblographical references and index.
This book examines a wide range of innovations in language learning and teaching in Japan. Each of the chapters describes the impetus for a change or new development in a particular context, from early childhood to adult learning, details its implementation and provides an evaluation of its success. In doing so, they provide a comprehensive overview of best practice in innovating language education from teaching practice in formal classroom settings, to self-directed learning beyond the classroom, and offer recommendations to enhance language education in Japan and beyond. The book will be of interest to scholars of applied linguistics and language development, and in particular to those involved in managing change in language education that attempts to mediate between global trends and local needs.
An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. It explores a variety of approaches, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction. Nine chapter authors are Priority Research Grant or Doctoral Dissertation Grant awardees from The International Research Foundation for English Language Education (TIRF), and four overview chapters are written by well-known experts in English language education. Each research chapter addresses issues that motivated the research, the context of the research, data collection and analysis, findings and discussion, and implications for practice, policy, and future research. The TIRF-sponsored research was made possible by a generous gift from Betty Azar. This book honors her contributions to the field and recognizes her generosity in collaborating with TIRF to support research on English grammar. Teaching and Learning English Grammar is the second volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
Reflection on Multiliterate Lives is a collection of personal accounts, in narrative and interview format, of the formative literacy experiences of highly successful second language users, all of who are professional academics. Representing fourteen countries in origin, the contributors, well-known specialists in language teaching as well as a variety of other fields in the social and physical sciences, recount in their own words past and present struggles and successes as learners of language and of much else.
This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.
Teacher research is recognized, in ELT and education more generally, as a powerful transformative strategy for teacher development and school improvement. This volume provides original insights into this issue by focusing on the processes involved in becoming and being a teacher researcher.
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.
Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.