Beliefs, practices, and interactions of teachers in a Japanese high school English department

Sato, Kazuyoshi; Kleinsasser, Robert C.

doi:10.1016/j.tate.2004.09.004

Cited by 99 publications

(49 citation statements)

References 20 publications

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“…Regarding practical constraints, a tradition of grammar translation persists because it is considered useful in preparing students for entrance examinations (Guest, 2000;Sato, K., 2002;Wada, 2002). Teachers are required to use textbooks authorized by the Ministry of Education and in many cases, place a high priority on keeping pace with their colleagues and teaching the same textbook topics at the same time (Sato & Kleinsasser, 2004).…”

Section: Awarenessmentioning

confidence: 99%

“…Socialization in schools is a very influential factor on Japanese teachers' practices generally (K. Sato & Kleinsasser, 2004). Generally, teachers who fail to form rapport with colleagues by not conforming to group norms, may be faced with "... not only an uncomfortable work environment but also a denial of valuable opportunities for professional development" (Okano & Tsuchiya, 1999, p. 175;Yonesaka, 1999).…”

Section: Pressures To Conform To Standard Practicesmentioning

confidence: 99%

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Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies

Cook

2010

ing

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This is a partial report on junior and senior high school Japanese teachers of English and changes in their beliefs and practices after attending a 4-month program of language and pedagogical study in Canada. Findings from this case study suggest that this group of Japanese teachers could effectively apply what they had learned abroad if they were not bound by practical constraints, external influences, or if they were teaching specifically communication-oriented classes.

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Section: Awarenessmentioning

confidence: 99%

Section: Pressures To Conform To Standard Practicesmentioning

confidence: 99%

Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies

Cook

2010

ing

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“…The language of instruction is almost always Japanese, and despite MEXT's policy goals, communicative oral and written English skills are not fostered (Gorsuch, 1998). During secondary school EFL education, the yakudoku method is employed to prepare students for passing university entrance examinations, which focus almost exclusively on receptive EFL skills and grammatical knowledge (Butler & Iino, 2005;Gottlieb, 2008;Kikuchi, 2006;McVeigh, 2004;Sato & Kleinsasser, 2004). Teachers are trained to engage students in literature analysis for such examination purposes, and have little training in CLT methods themselves as a result (Nishino & Watanabe, 2008).…”

Section: Japanese Identity and Efl Education In Japanmentioning

confidence: 99%

Learner Perspectives on National Identity and EFL Education in Japan : Report of a Questionnaire Study

Turnbull¹

2017

The Journal of AsiaTEFL

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Although the Japanese discourse of nihonjinron argues that the increasing hegemony of the English language will have negative effects on the Japanese identity, some scholars have suggested the opposite, that English in Japan plays a significant role in strengthening and maintaining the ideologies of the Japanese national identity. This paper investigates the potential for both positive and/or negative impacts of English education in Japan by analysing the attitudes and perspectives of 97 Japanese tertiary-level EFL students towards the study of English on Japan's national and cultural identity. The findings suggest that support for the theories of the nihonjinron discourse are not as strong amongst the younger generation in Japan as what they once were. Participants identified the Japanese language as a constituent element of national identity, and it is therefore suggested that removing Japanese from the EFL classroom entirely, as has been advocated for in foreign language policies, may actually cultivate negative ideologies towards the study of English in general. The findings suggest the need to build a positive relationship between the English language as a support for Japanese identity if we are to see an improvement in Japanese students' attitudes toward, and development of, EFL on the whole.

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“…Being a teacher requires more than passing on factual information as it also means balancing one's didactic and subject-specific knowledge with beliefs, contextual sensitivity and experience (Scheerens 2007), and translating those facets into educational practice (Basturkmen 2012, Sato & Kleinsasser 2004. Learning to be a teacher means changing perspectives.…”

Section: Literature On Learning To Teach: a Matter Of Practicementioning

confidence: 99%

Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience.

Deygers

Kanobana

2016

Proceedings of the 2nd International Conference on Higher Education Advances

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Beliefs, practices, and interactions of teachers in a Japanese high school English department

Cited by 99 publications

References 20 publications

Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies

Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies

Learner Perspectives on National Identity and EFL Education in Japan : Report of a Questionnaire Study

Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience.

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