English language education reform in pre-2020 Olympic Japan

Educator Perspectives on Pedagogical Change

Bibliographic Data

ID4178736
AuthorsMichiko Weinmann (0000-0002-4966-1497, Deakin University , Melbourne , Australia, corresponding author), Ryo Kanaizumi (Deakin University , Melbourne , Australia), Ruth Arber (0000-0002-7221-3000, Deakin University , Melbourne , Australia)
Year2021
Volume2021
Issue271
Pages107-131
Publication date2021-09-27
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of the Sociology of Language (JOURNAL)
Journal identifiersISSN: 0165-2516 • E-ISSN: 1613-3668
PublisherWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.1515/ijsl-2020-0035
OpenAlexW3201251748
LanguageEN
Citations received3
References cited56

This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers' pedagogy and practice continue to frame debates about English language education in Japan. Through select thematic episodes derived from the interview data with English language practitioners located in Japan, this paper brings into focus the views of English language educators who articulated insightful counter-positions to taken-for-granted understandings of effective English language use and teaching. The authors argue that in order to effect a paradigm shift in global English language education, in Japan and internationally, it is important to incorporate a critical examination of teacher perspectives that challenge and augment prevalent tropes about English language teaching and learning. The paper concludes with implications for addressing the policy-practice and theory-practice divides in English language education. It argues that a continued engagement with educator perspectives is an important space for bringing about a transformation of language ideologies and pedagogical change at the grass-roots level of the English language classroom

Curriculum · English language · English studies · Ideology · Language assessment · Language education · Language ideology · Linguistics · Mathematics education · Pedagogy · Political science · Qualitative research · Social science · Sociology · Thematic analysis · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

Tools

Open DOIOpen Access