Takaaki Hiratsuka
Biographic Data
| ID | 6479608 |
|---|---|
| NAME | Takaaki Hiratsuka |
| GIVEN NAMES | Takaaki |
| FAMILY NAME | Hiratsuka |
| SIGNATURE | HIRATSUKA T |
| AFFILIATIONS | Ryukoku University |
| ORCID | 0000-0002-3817-6656 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A sociolinguistic analysis of phonological variation in Japanese EFL textbooks
This study examined phonological variation in six EFL textbooks commonly used in Japanese junior high schools. These textbooks featured recurring characters in dialogues, and our analysis of accompanying audio materials assessed whether the characters’ phonological features matched their claimed national origins. Although the textbooks included characters from three to five different countries, five out of the six overwhelmingly favored General A…
Native English-speaking teachers (Nests) on trans-speakerism in Japan
In this inquiry, I inspect the perspectives of six credentialed and experienced native English-speaking teachers (NESTs) regarding the emergent paradigm of trans-speakerism, thereby addressing a conspicuous lacuna in the scholarly discourse within which NEST perspectives remain under-explored. Through in-depth interviews with practitioners in the Japanese educational milieu, I identified their perspectives on trans-speakerism in two main themes: …
Headwinds and Tailwinds of Trans‐Speakerism
Trans‐speakerism is a concept rooted in diversity, equity, and inclusion that strives to empower all language speakers, teachers, and researchers irrespective of their first languages, cultures, or speakerhoods. The surplus model of trans‐speakerism (based on who one already is and who one can become ) rejects the deficit model of native‐speakerism (based on who one is linguistically or culturally not ), which respectively emphasizes strengths an…
Trans-speakerism: A trioethnographic exploration into diversity, equity, and inclusion in language education
In this article, we cast a critical eye over a culturally dominant ideology—native-speakerism. This ideology postulates that those deemed to be native English-speaking teachers (NESTs) are preferable over non-native English-speaking teachers (NNESTs), both as legitimate language models of English and as effective practitioners of western teaching methodologies (Holliday, Citation2006, Citation2018). We critique this by delving into our own experi…
Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications
To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article under…
Professional Identities of Local Japanese Teachers of English (JTEs) Vis-à-Vis their Foreign Assistant Language Teachers (ALTs)
The team-teaching approach between local language teachers (non-native English-speaking teachers: NNESTs) and foreign language teachers (native English-speaking teachers: NESTs) has been implemented in a number of countries. Japan is no exception. Team teaching in Japan—conducted by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), particularly through the Japan Exchange and Teaching (JET) program—has recei…
Enhancing student quality of life in language classrooms via Joint Exploratory Practice
Although previous studies have used Exploratory Practice (EP) as a sustainable way for language learners and teachers to increase their understanding of classroom life, very few have applied EP principles to explore the processes and outcomes of shared EP experiences in collaboration with those outside of their immediate educational institutions—that is, as a joint group of practitioners. In order to investigate the feasibility and effectiveness …
An Action Research Endeavor with International Student Teaching Assistants for Their Development as Teaching Professionals
Research on the experiences of international student teaching assistants (TAs) in the context of Japan is scarce even though for the majority of TAs the position provides them with their first experience of being an educator at the university level. In this research, I used an action research methodology to better understand and improve the quality of classroom life with three international student TAs. Data were gathered, using interviews, pictu…
Actualizing Exploratory Practice (EP) principles with team teachers in Japan
Actualizing Exploratory Practice (EP) principles with team teachers in Japan
Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications
To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article under…
Enhancing student quality of life in language classrooms via Joint Exploratory Practice
Although previous studies have used Exploratory Practice (EP) as a sustainable way for language learners and teachers to increase their understanding of classroom life, very few have applied EP principles to explore the processes and outcomes of shared EP experiences in collaboration with those outside of their immediate educational institutions—that is, as a joint group of practitioners. In order to investigate the feasibility and effectiveness …
Actualizing Exploratory Practice (EP) principles with team teachers in Japan
An Action Research Endeavor with International Student Teaching Assistants for Their Development as Teaching Professionals
Research on the experiences of international student teaching assistants (TAs) in the context of Japan is scarce even though for the majority of TAs the position provides them with their first experience of being an educator at the university level. In this research, I used an action research methodology to better understand and improve the quality of classroom life with three international student TAs. Data were gathered, using interviews, pictu…
Professional Identities of Local Japanese Teachers of English (JTEs) Vis-à-Vis their Foreign Assistant Language Teachers (ALTs)
The team-teaching approach between local language teachers (non-native English-speaking teachers: NNESTs) and foreign language teachers (native English-speaking teachers: NESTs) has been implemented in a number of countries. Japan is no exception. Team teaching in Japan—conducted by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), particularly through the Japan Exchange and Teaching (JET) program—has recei…
Enhancing student quality of life in language classrooms via Joint Exploratory Practice
Although previous studies have used Exploratory Practice (EP) as a sustainable way for language learners and teachers to increase their understanding of classroom life, very few have applied EP principles to explore the processes and outcomes of shared EP experiences in collaboration with those outside of their immediate educational institutions—that is, as a joint group of practitioners. In order to investigate the feasibility and effectiveness …
Trans-speakerism: A trioethnographic exploration into diversity, equity, and inclusion in language education
In this article, we cast a critical eye over a culturally dominant ideology—native-speakerism. This ideology postulates that those deemed to be native English-speaking teachers (NESTs) are preferable over non-native English-speaking teachers (NNESTs), both as legitimate language models of English and as effective practitioners of western teaching methodologies (Holliday, Citation2006, Citation2018). We critique this by delving into our own experi…
Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications
To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article under…
Native English-speaking teachers (Nests) on trans-speakerism in Japan
In this inquiry, I inspect the perspectives of six credentialed and experienced native English-speaking teachers (NESTs) regarding the emergent paradigm of trans-speakerism, thereby addressing a conspicuous lacuna in the scholarly discourse within which NEST perspectives remain under-explored. Through in-depth interviews with practitioners in the Japanese educational milieu, I identified their perspectives on trans-speakerism in two main themes: …
Headwinds and Tailwinds of Trans‐Speakerism
Trans‐speakerism is a concept rooted in diversity, equity, and inclusion that strives to empower all language speakers, teachers, and researchers irrespective of their first languages, cultures, or speakerhoods. The surplus model of trans‐speakerism (based on who one already is and who one can become ) rejects the deficit model of native‐speakerism (based on who one is linguistically or culturally not ), which respectively emphasizes strengths an…
A sociolinguistic analysis of phonological variation in Japanese EFL textbooks
This study examined phonological variation in six EFL textbooks commonly used in Japanese junior high schools. These textbooks featured recurring characters in dialogues, and our analysis of accompanying audio materials assessed whether the characters’ phonological features matched their claimed national origins. Although the textbooks included characters from three to five different countries, five out of the six overwhelmingly favored General A…
EFL/ESL Teaching and Learning (8 works) · Psychology (6 works) · Mathematics education (5 works) · Multilingual Education and Policy (5 works) · Pedagogy (5 works) · Medicine (4 works) · Sociology (4 works) · Collaborative Teaching and Inclusion (3 works) · Linguistics (3 works) · Medical education (3 works)