Current Issues in High School English Teaching in Japan

An Exploratory Survey

Bibliographic Data

ID12112801
AuthorsCharles Browne (corresponding author), Charles M Browne, Minoru Wada
Year1998
Volume11
Issue1
Pages97-112
Publication date1998-01-01
Open AccessNo
TypeARTICLE
VenueLanguage Culture and Curriculum (JOURNAL)
Journal identifiersISSN: 0790-8318 • E-ISSN: 1747-7573
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/07908319808666543
OpenAlexW1998652003
LanguageEN
Citations received7

Although there has been a great deal of debate about the strengths and weaknesses of English education in Japanese high schools in ELT publications and newspapers in Japan, the vast majority of these arguments have been based on anecdotal or unsystematic evidence. The purpose of the survey reported here is to begin to develop baseline quantitative data about Japanese high school English teachers their background and training, their priorities, the problems they face in the classroom and the influence that the 1994 Ministry of Education Course of Study Guidelines have actually had on teaching practice. In this project a 26-question survey was sent to the approximately 1200 high school English teachers working at general (college preparatory) and vocational high schools throughout Chiba prefecture. With an overall return rate of approximately 19%, results indicate that the type of response a teacher was likely to give varied clearly according to the teachers' major in college as well as the amount of previous team-teaching experience they had

Current (fluid · Exploratory research · Mathematics education · Pedagogy · Political science · Social science · Sociology · EFL/ESL Teaching and Learning · Engineering · Psychology

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