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Teaching English in English, 'in principle': The national foreign language curriculum for Japanese senior high schools.

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Bibliographic Details
Title: Teaching English in English, 'in principle': The national foreign language curriculum for Japanese senior high schools.
Authors: Glasgow, Gregory Paul1
Source: International Journal of Pedagogies & Learning. Dec2014, Vol. 9 Issue 2, p152-161. 10p.
Subject Terms: *English as a foreign language, *Required courses (Education), *High schools, *Government policy
Geographic Terms: Japan
Abstract: Research in language-in-education policy and planning (LEP) rarely examines how language teachers negotiate official policy statements on teaching methodologies. In this study, I investigate the current upper secondary school foreign language national curriculum in Japan that requires English classes to be conducted in English, implemented since 2013. I conduct in-depth, semi-structured interviews with three Japanese teachers of English (JTEs) to determine how they respond to the new initiative. I find that the JTEs struggle to make sense of the initiative's feasibility due to the vagueness of the policy directives, their perceptions of the disconnection between the recommended methodology and current national assessment mechanisms, and JTEs' own personal beliefs about first language use in the foreign language classroom. In order for teachers to feel empowered and supported in LEP delivery, it will be contingent on policymakers to provide consistent and coherent messaging, as well as sustained guidance at the meso (institutional) level to ensure policy realisation. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Research in language-in-education policy and planning (LEP) rarely examines how language teachers negotiate official policy statements on teaching methodologies. In this study, I investigate the current upper secondary school foreign language national curriculum in Japan that requires English classes to be conducted in English, implemented since 2013. I conduct in-depth, semi-structured interviews with three Japanese teachers of English (JTEs) to determine how they respond to the new initiative. I find that the JTEs struggle to make sense of the initiative's feasibility due to the vagueness of the policy directives, their perceptions of the disconnection between the recommended methodology and current national assessment mechanisms, and JTEs' own personal beliefs about first language use in the foreign language classroom. In order for teachers to feel empowered and supported in LEP delivery, it will be contingent on policymakers to provide consistent and coherent messaging, as well as sustained guidance at the meso (institutional) level to ensure policy realisation. [ABSTRACT FROM AUTHOR]
ISSN:18334105
DOI:10.1080/18334105.2014.11082028