Teaching English in English, 'in principle': The national foreign language curriculum for Japanese senior high schools.
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| Title: | Teaching English in English, 'in principle': The national foreign language curriculum for Japanese senior high schools. |
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| 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] |
| Copyright of International Journal of Pedagogies & Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 100178200 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching English in English, 'in principle': The national foreign language curriculum for Japanese senior high schools. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Glasgow%2C+Gregory+Paul%22">Glasgow, Gregory Paul</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Pedagogies+%26+Learning%22">International Journal of Pedagogies & Learning</searchLink>. Dec2014, Vol. 9 Issue 2, p152-161. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Required+courses+%28Education%29%22">Required courses (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Pedagogies & Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/18334105.2014.11082028 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 152 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Required courses (Education) Type: general – SubjectFull: High schools Type: general – SubjectFull: Government policy Type: general – SubjectFull: Japan Type: general Titles: – TitleFull: Teaching English in English, 'in principle': The national foreign language curriculum for Japanese senior high schools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Glasgow, Gregory Paul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 18334105 Numbering: – Type: volume Value: 9 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Pedagogies & Learning Type: main |
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