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Journal articles on the topic 'English education in Japan'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

YAMAUCHI, TAKASHI. "English Education in Japan." Juntendo Medical Journal 47, no. 2 (2001): 148–55. http://dx.doi.org/10.14789/pjmj.47.148.

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2

Triana, Novita. "English Education at Elementary School in Japan." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (May 11, 2017): 20. http://dx.doi.org/10.24127/pj.v6i1.783.

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This paper aims to discuss the implementation of English education in elementary school in Japan. What challenges faced by the implementation of English education in elementary school. This paper reviewed some articles and book chapter regarding teaching English at elementary school in Indonesia and Japan, and the principles of teaching English to young learners (TYL). First, it provides an overview of the characteristics of young learners and challenges faced by teachers in the teaching English to young learners. Second, it will briefly describe the history of English education in Japan, followed by the discussion of the present implementation of English education at elementary schools. Finally, it relates the discussion of English education at elementary school to Indonesian context.Key Words; English Education, Elementary School, TYL
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3

Suzuki, Sakae. "Emerged challenges for English education in Japan." Apples - Journal of Applied Language Studies 11, no. 1 (April 1, 2017): 5–11. http://dx.doi.org/10.17011/apples/urn.201702061368.

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Although Japanese students study English for 6 years as one of mandatory subjects in secondary school, they often demonstrate little success with it when they enter higher education. Many students come to university with emotional baggage, or negative thoughts on learning English. These negative functions may be associated with the beliefs that students develop before they come to university. These learner beliefs serve to determine the future behavior of students and hinder or enhance the learning process, thus, it may be effective to investigate the beliefs that limit student motivation and the characteristics of those negative beliefs. While many researchers still depend on the Beliefs about Language Learning Inventory (BALLI) (Horwitz, 1987) questionnaire to determine explicit beliefs, alternative approaches, particularly those designed to reveal implicit beliefs and emotions, can be helpful for understanding when and how it is appropriate for teachers to intervene in the promotion of learning. A new trend in belief studies uses visual outcomes such as drawings and photographs. Such visual accounts have rarely been used as research tolls in the study of language learning and teaching in Japan. In this note, the method of eliciting learners’ unconscious beliefs via drawings and interpretation of the drawings is discussed.
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Moross, Janelle, Naoko Seki, and Ikuko Morio. "English education for healthcare professionals in Japan." Japanese Dental Science Review 53, no. 4 (November 2017): 111–16. http://dx.doi.org/10.1016/j.jdsr.2017.01.001.

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5

FRIEDMAN, JEFFREY. "English education in the era of Meiji Japan." World Englishes 35, no. 1 (October 27, 2015): 3–17. http://dx.doi.org/10.1111/weng.12169.

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6

Thornton, Patricia, and Chris Houser. "Using mobile phones in English education in Japan." Journal of Computer Assisted Learning 21, no. 3 (May 31, 2005): 217–28. http://dx.doi.org/10.1111/j.1365-2729.2005.00129.x.

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7

Weinmann, Michiko, Ryo Kanaizumi, and Ruth Arber. "English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change." International Journal of the Sociology of Language 2021, no. 271 (September 1, 2021): 107–31. http://dx.doi.org/10.1515/ijsl-2020-0035.

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Abstract 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.
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Honna, Nobuyuki, and Yuko Takeshita. "English Language Teaching in Japan." RELC Journal 36, no. 3 (December 2005): 363–83. http://dx.doi.org/10.1177/0033688205060055.

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9

양용준. "The Survey on English Education in Japan and Korea." Japanese Modern Association of Korea ll, no. 53 (August 2016): 133–50. http://dx.doi.org/10.16979/jmak..53.201608.133.

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10

Phadvibulya, Tavicha. "English Language Education in Japan: From Westernization to Globalization." MANUSYA 7, no. 3 (2004): 41–59. http://dx.doi.org/10.1163/26659077-00703005.

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Japan is one of the most influential countries in the world's economy and politics. Although the country is perceived as being well-equipped technologically and having an industrious, highly literate, and energetic population, foreign language education, especially in English, has long been a critical issue. From the time of the Meiji Restoration (1868-1945), the Japanese have considered studying foreign languages to be tool to facilitate the Westernization of the country. It was also a key factor in Japan's recovery and rapid economic growth in the decades following the end of World War II (1945-1952). After the postwar period (1960s- present), however, foreign languages, previously seen as a one-way tool for absorbing Western civilization, became a tool for two-way communication where ideas are shared and exchanged. This has been due to the fact that, with the arrival of the 21st century, Japanese society is facing many more challenges as a result of changing cultural norms, advances in science and, most importantly, the progress of globalization in the economy and in society. Accordingly, in 2004, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) inaugurated a policy for the improvement of communication skills in English, viewing it as essential for the Japanese to acquire communication skills in English as a common international language in order to function in the 21st century. The series of reforms being introduced due to the changing needs of the country, including the efforts made, the outcomes gained and the quick expansion of foreign-language education, is worth keeping an eye on and, thus, constitutes the focal interest of this investigation.
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11

Sasayama, Shoko. "Japanese college students' attitudes towards Japan English and American English." Journal of Multilingual and Multicultural Development 34, no. 3 (May 2013): 264–78. http://dx.doi.org/10.1080/01434632.2013.767341.

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12

Whitburn, Julia. "The Teaching of Mathematics in Japan: an English perspective." Oxford Review of Education 21, no. 3 (September 1995): 347–60. http://dx.doi.org/10.1080/0305498950210307.

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13

Ookawa, Kouki. "Cultural education through the high school level English textbooks." Journal of Language and Cultural Education 3, no. 3 (September 1, 2015): 95–103. http://dx.doi.org/10.1515/jolace-2015-0023.

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Abstract It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and beyond. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology in Japan from the perspective of intercultural understanding. First, it elucidates the types of articles, the countries materials deal with, and the purposes of the materials used in the books. Then it considers important elements of intercultural education. The result of the research shows that the materials contain various kinds of categories, and many concern English-speaking countries. Furthermore, an important fact is that many materials concerning Japan, aimed at understanding its own culture, are shown in the textbooks as well. Finally, the paper suggests future direction for the use of materials in the textbooks in order to facilitate intercultural understanding.
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Tuswadi, T. "Comparative Analysis on the Primary English Curricula of Japan and Indonesia." TARBIYA: Journal of Education in Muslim Society 3, no. 1 (July 1, 2016): 96–106. http://dx.doi.org/10.15408/tjems.v3i1.3224.

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Abstract Primary English education in Indonesia and Japan is developing rapidly nowadays. Children in both countries have started to learn English since they are at least in grade four or five. Although English is not a compulsory subject in primary schools, the interest of schools in the two countries toward English education for children is getting higher. This paper tried to reveal the similarities and differences of primary English curiculum contents in Indonesia and in Japan in order to understand better about the development of English education in primary schools in the two countries. Abstrak Pendidikan bahasa Inggris dasar di Indonesia dan Jepang berkembang pesat saat ini. Anak-anak di kedua negara tersebut sudah mulai belajar bahasa Inggris setidaknya sejak mereka kelas empat atau kelas lima. Meskipun bahasa Inggris bukan mata pelajaran wajib di sekolah dasar, minat sekolah-sekolah di kedua negara terhadap pendidikan bahasa Inggris untuk anak-anak semakin tinggi. Tulisan ini mencoba untuk mengungkapkan persamaan dan perbedaan isi kurikulum bahasa Inggris dasar di Indonesia dan di Jepang untuk memahami lebih baik tentang perkembangan pendidikan bahasa Inggris di tingkat sekolah dasar di kedua negara. How to Cite : Tuswadi. (2016). Comparative Analysis of the Primary English Curricula of Japan and Indonesia. TARBIYA: Journal Of Education In Muslim Society, 3(1), 96-106. doi:10.15408/tjems.v3i1.3224. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.3224
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15

Kim, Tae-Young. "English Education in Japan : Historical Development and the Status Quo." Korean Education Inquiry 37, no. 1 (March 31, 2019): 187–211. http://dx.doi.org/10.22327/kei.2019.37.1.187.

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16

Quay, Suzanne. "Education Reforms and English Teaching for the Deaf in Japan." Deafness & Education International 7, no. 3 (September 2005): 139–53. http://dx.doi.org/10.1179/146431505790560338.

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17

Yaman, Barış, and Hasan Aydemir. "Teacher education in China, Japan and Turkey." Educational Research and Reviews 14, no. 2 (January 23, 2019): 51–55. http://dx.doi.org/10.5897/err2018.3661.

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18

Borriello, Giovanni. "Education in the Bakumatsu Japan (1853-1912)." Journal of Foreign Language Teaching and Applied Linguistics 1, no. 1 (March 15, 2014): 97–106. http://dx.doi.org/10.14706/jfltal14118.

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19

Toya, Mitsuyo. "Exploring the process of teacher development toward teaching English by using the Trajectory Equifinality Modelling approach: Elementary, middle and high school comparison." Impact 2020, no. 9 (December 30, 2020): 35–37. http://dx.doi.org/10.21820/23987073.2020.9.35.

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Within the education system in Japan, English classes have historically been conducted in Japanese. While the reasons for this are obvious, there are potential pitfalls, including the fact that such classes depend on translating English to Japanese and explaining grammar principles in Japanese. In 2008 The Japanese Ministry of Education, Culture, Sports, Science, and Technology introduced a major reform to the teaching of English. The policy reform specifically related to high school English classes, but in 2019 it was updated to include junior high school classrooms. This policy placed increasing pressure on Japanese school teachers to teach English in English. Despite this increased pressure to speak English exclusively during class time, a 2019 survey found that many teachers choose to ignore the guidelines. Professor Mitsuyo Toya, who is an expert in applied linguistics and TEFL and is based at the University of the Ryukyus in Japan, is part of a team exploring the process of teacher development for teaching English in Japan. By using the Trajectory Equifinality Modelling approach, the team hopes to suggest improvements that the education sector can put in place to benefit students and teachers alike.
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20

Kurihara, Fumiko. "Development of guidelines for integrating English language education and intercultural education in Japan." Impact 2021, no. 3 (March 29, 2021): 18–19. http://dx.doi.org/10.21820/23987073.2021.3.18.

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Speaking a second language is an invaluable skill but it involves more than just learning linguistic skills. This is because language and culture are inextricably linked and it is therefore important to understand the cultural context of a language's origins. What is more, an understanding of the culture can help a language learner to pick up on the nuances and more quickly learn a foreign language. Professor Fumiko Kurihara and Professor Natsue Nakayama are proponents of the importance of cultural learning when learning a language. They are the members of the JACET SIG on English Language Education and are working to increase cultural competences among students learning a foreign language. Having spent time abroad in England as a college student, Kurihara became aware of cultural differences that highlighted the inextricable links between culture and language and the need to explore how cultures shape how we communicate with one another. Kurihara and Nakayama are interviewing teachers and observing lessons in Japan and Europe in order to develop guidelines for language teachers to incorporate and assess lessons in intercultural competence. Next, the researchers will analyse English textbooks at primary schools using cultural descriptors with a view to assisting teachers with revising their syllabuses and incorporating more intercultural learning.
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21

Abe, Emiko. "Communicative language teaching in Japan: current practices and future prospects." English Today 29, no. 2 (May 8, 2013): 46–53. http://dx.doi.org/10.1017/s0266078413000163.

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In Japan, the ability to speak and understand English is widely regarded as essential for communication in a ‘globalized’ world. At the same time, however, many Japanese are reluctant to communicate in English because they perceive themselves (and are often perceived by others) to be poor speakers of English, despite the fact that they will have studied English for at least six years in junior and senior high school. In response to this, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has recently revised the national syllabus for English teaching. The revised syllabus places more emphasis on developing oral communication skills, and proposes a much greater use of communicative language teaching (CLT) methodology in order to bring this about. This paper describes the present situation of CLT in Japan based on questionnaire data obtained from 48 Japanese university students, and proposes that a more effective and practical approach to CLT and English teaching more generally may be obtained by adopting a ‘World Englishes’ point of view.
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22

Dougill, John. "Japan and English as an alien language." English Today 24, no. 1 (February 22, 2008): 18–22. http://dx.doi.org/10.1017/s0266078408000059.

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ABSTRACTStarts with excerpt from John Dougill, English as a decorative language (ET12, 1987). Twenty years on English still decorates Japan. At the end of the 1980s, Japan's bubble economy burst and the country has been rectifying the ills of the past ever since. The drive to improve is a marked feature of the culture, and much has changed in the past twenty years. The number of ‘international Japanese’ has grown, as has the number of competent English speakers. Education has been freed up, English introduced into primary schools, and listening tests established in national exams. Yet the peculiarities of Japanese English (called Janglish or Engrish by some) continue to adorn the country's buildings, goods and items of clothing.
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23

Nishi, Hironori. "English within Japanese." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 211–29. http://dx.doi.org/10.1075/japc.00031.nis.

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Abstract The present study examined English textbooks used in Japanese middle and high schools, and analyzed to what extent the English words that are included in those textbooks are already integrated into the vocabulary pool of Japanese as loanwords. The findings of the present study showed that approximately 80% of the English words introduced in the first four years of English education in schools in Japan are already integrated into Japanese as loanwords. Based on this high percentage of English words with loanword counterparts in Japanese, the present study has argued that English loanwords in Japanese can be used as a resource for learning new vocabulary in the field of EFL education for L1 speakers of Japanese.
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24

Cornwell, Steve, Andrea Simon-Maeda, and Eton Churchill. "Selected research on second-language teaching and acquisition published in Japan in the years 2000–2006." Language Teaching 40, no. 2 (March 7, 2007): 119–34. http://dx.doi.org/10.1017/s0261444807004156.

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This review presents selected research on language education published in English in Japan from 2000 to 2006. In an attempt to show the academic diversity and intellectual depth of current research agendas in Japan, it looks at the following areas: LANGUAGE POLICY, in which recent government mandates are outlined, including a stronger focus on English education in elementary school; TEAM-TEACHING situations that are commonly found at the high school and junior high school level; TESTING and PLACEMENT, focusing on entrance exams and placement exams which can be a driving force behind many classroom practices and continue to be the focus of considerable criticism; BILINGUALISM, which is receiving more and more attention in Japan as the number of returnees, children of bi-cultural families and other English-speaking Japanese nationals increases; WORLD ENGLISHES, reflecting the reality that many adult Japanese speakers of English interact with speakers from Outer and Expanding Circle countries; INTERLANGUAGE PRAGAMATICS, which is attracting more and more researchers interested in cross-cultural differences and interlanguage development; MOTIVATION, which continues to receive a great deal of attention and has been examined in a more nuanced approach of late; WRITING, in light of its importance in many educational settings; and GENDER and its interconnectedness to EFL learning and use.
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Morita, Liang. "English, language shift and values shift in Japan and Singapore." Globalisation, Societies and Education 13, no. 4 (October 27, 2014): 508–27. http://dx.doi.org/10.1080/14767724.2014.967184.

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26

Rakhshandehroo, Mahboubeh, and Polina Ivanova. "International student satisfaction at English-medium graduate programs in Japan." Higher Education 79, no. 1 (May 14, 2019): 39–54. http://dx.doi.org/10.1007/s10734-019-00395-3.

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27

Kochiyama, Arisa. "TEACHING ENGLISH WITH PICTURE BOOKS: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS IN ENGLISH EDUCATION IN JAPAN." International Journal of Education 9, no. 1 (August 30, 2016): 37. http://dx.doi.org/10.17509/ije.v9i1.3716.

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<p>The council for revitalization of education has submitted a proposal to Prime Minister Shinzo Abe for educational reforms to make English language courses compulsory in the fifth and sixth grades. The majority of elementary school teachers are now worried and lacking in confidence to teach English, as they feel they are ill-equipped for their new role as language instructors. According to Keith Schoch’s article Picture Books across the Curriculum, picture books deserve a place in the upper elementary and middle school grades for a number of reasons: If chosen with consideration for the interests of the students and used in ways that are appropriate for learners, picture books can provide valuable opportunities of language-rich experiences and interactions. Thus, the present study firstly describes and analyses some of the challenges facing English education in Japan by relating to its wider social setting. Secondly, the study analyzes how teachers perceive they can promote language learning in their EFL classrooms through the medium of picture books. Thirdly, the study discusses the merits of using picture books in the upper elementary and middle school English education from the viewpoint of English language learning, and then investigates topics and themes of a picture book which illuminate some universal aspects of human condition. </p>
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Tanaka, Hiromasa. "Emerging English-speaking business discourses in Japan." Asian Business Discourse(s) Part II 16, no. 1 (May 11, 2006): 25–50. http://dx.doi.org/10.1075/japc.16.1.03tan.

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Taking an ethnographic approach, this research investigates workplace interaction in English in a Japanese chemical company, a subsidiary of American multinational corporation. While previous research on business communication has focused on specific linguistic or rhetorical features, this study offers new insight through the incorporation of socio-economic, historical, and cultural elements in the analysis, and by taking a dynamic view of language, human beings and organisations. The researcher collaborated with the human resource manager of the participating corporation as a hired consultant in an intra-organisational communication development project. The data was collected through interviews, observations, and email exchanges. Initial analysis showed that the dominant Discourse in the company was based on western business values. Further analysis unveiled the changing nature of the Discourse as it is influenced by the local and American education systems, human resource ideologies, learners’ learning, and transformation business philosophies.
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Morrow, Phillip R. "Perspectives: English in Japan: The World Englishes Perspective." JALT Journal 26, no. 1 (May 1, 2004): 79. http://dx.doi.org/10.37546/jaltjj26.1-4.

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This paper examines the role of English in Japan from the World Englishes (WE) perspective, concentrating on two issues: the implications of WE for English education, and the status of Japanese English (JE) as a variety of English. An overview of WE is followed by a discussion of its implications for English teaching in Japan. Important implications include the need to familiarize students with multiple varieties of English and to encourage them to regard all varieties, including their own, as valid. In this connection, the status of JE is discussed and research findings are cited to support recognizing JE as an independent variety of English. この論文では、“World Englishes“(WE)の観点から、二つの関連した問題を検証する。すなわち、(i)WEが日本の英語教育に対して果たす役割、および、(ii)英語の一形態としての “Japanese English “(JE) の位置づけである。 本論では、まず、WEの理論を概観した上で、WEが日本の英語教育において果たす役割を論じる。次に教育において英語のどの形態を用いるべきかということについて、学生に多様な形態に親しませること、および、自分たちの英語を含めて、様々な英語の形態が正当なものであることを学生に気づかせることが重要であることを論じる。これに関連してJEの位置づけを行い、JEは多様な形態をもつ英語の一つとして認めるという主張を裏付ける研究結果について論じる。
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Balgoa, Nelia G. "Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.

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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recruitment and how their 'nonnativeness' reconfigure their identity as nonnative English speaker teachers (NNESTs) and Filipino migrants. Data from in-depth interviews and focus group discussions of Filipino ALTs and Japanese teachers show that English is both motivation and vehicle for migration and settlement for the Filipino teachers. “Nonnativeness” requires from them reconfiguration of their identity which entails them to sound native, counteract perceived forms of discrimination and assess their roles in the spread and use of English. This “nonnativeness” is a repudiation of their skills and qualifications as English teachers thus, paving the way for an interrogation of language ideologies, and of linguistic and racial identities.
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Teranishi, Masayuki, Aiko Saito, Kiyo Sakamoto, and Masako Nasu. "The role of stylistics in Japan: A pedagogical perspective." Language and Literature: International Journal of Stylistics 21, no. 2 (May 2012): 226–44. http://dx.doi.org/10.1177/0963947012444034.

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This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.
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Masaru, Takiguchi, and Machida Junko. "The current situation and issues with English language activities in primary schools in Japan after six years of implementation." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 14–24. http://dx.doi.org/10.52296/vje.2020.3.

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English education in public primary schools in Japan started in 2011 not as a subject but as an area of foreign language activities in Japan. However, the preparation was poor and homeroom teachers without proper training were required to teach English. Since then, the issue has become highly controversial in Japan. To clarify the actual situation, we conducted surveys three times between 2012 and 2017 and found many problems. Nevertheless, English will become a compulsory subject from April, 2020, but before we see any major improvements by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), more careful study on the problems is an urgent need and therefore, we would like to utilize the results of our research. This paper attempts to study the changing situation and to point out the necessary conditions for possible reforms by comparing and analyzing the results of the latter two surveys.
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Bradford, Annette, and Howard Brown. "English-medium Instruction and the Information Technology Parallel in Japanese Higher Education." International Higher Education, no. 92 (January 14, 2018): 24–25. http://dx.doi.org/10.6017/ihe.2018.92.10285.

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As English-medium instruction expands in the higher education sector in Japan, stakeholders are experiencing frustration. However, these are not new problems; we have seen these roadblocks before in the implementation of information technology in the 1990s.
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Bradford, Annette, and Howard Brown. "English-medium Instruction and the Information Technology Parallel in Japanese Higher Education." International Higher Education, no. 92 (January 14, 2018): 24. http://dx.doi.org/10.6017/ihe.2018.92.9810.

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As English-medium instruction expands in the higher education sector in Japan, stakeholders are experiencing frustration. However, these are not new problems; we have seen these roadblocks before in the implementation of information technology in the 1990s.
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35

Izumi, Masuko, Sadahiko Ikenra, and Takeko Itakur. "The Language Laboratory and Teaching English at the College Level in Japan." IALLT Journal of Language Learning Technologies 13, no. 3-4 (February 5, 2019): 11–24. http://dx.doi.org/10.17161/iallt.v13i3-4.9222.

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A recommendation made by the Central Council on Education inJapan states that in foreign language education the main concentrationshould be placed on the development of practical abilities. LanguageLaboratory facilities are becoming widespread in Japan as one of the mosteffective methods of meeting the needs of foreign language training.
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36

Yamada, Reiko. "Book Review Measuring Quality of Undergraduate Education in Japan." Journal of International and Comparative Education 4, no. 1 (2015): 49–51. http://dx.doi.org/10.14425/00.76.04.

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37

MARTIN, ASSUNTA. "The ‘katakana effect’ and teaching English in Japan." English Today 20, no. 1 (January 2004): 50–55. http://dx.doi.org/10.1017/s0266078404001087.

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THIS discussion of the condition of English teaching in Japan looks at some deeply rooted national educational and cultural attitudes, including in particular the impact of ‘the katakana effect’ on speaking and listening among teachers and students alike. A unique configuration of cultural, historical, sociological, and linguistic factors presents Japanese teachers with serious challenges. The Ministry of Education, faced with a rising dropout rate, cases of bullying, accusations against irresponsible teachers, and complaints from parents, agreed in 2000 to adopt reforms. The resulting curriculum and methodology changes necessarily address issues relating to English. Although the reforms aim to produce a generation able to thrive socially and professionally in the international community, entrenched beliefs and values threaten their implementation, particularly with regard to a more natural and creative way of teaching and learning Japan's international language of choice.
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38

Kikuchi, Keita, and Charles Browne. "English Educational Policy for High Schools in Japan." RELC Journal 40, no. 2 (June 10, 2009): 172–91. http://dx.doi.org/10.1177/0033688209105865.

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39

Han, Song-Ae. "Good Teachers Know Where to Scratch When Learners Feel Itchy: Korean Learners' Views of Native-Speaking Teachers of English." Australian Journal of Education 49, no. 2 (August 2005): 197–213. http://dx.doi.org/10.1177/000494410504900207.

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Cross-border education has been growing dramatically in both English-speaking countries and non-native English-speaking countries. While more and more students, particularly from Asian countries such as Korea, China, Hong Kong, Taiwan, and Japan choose to study in English-speaking countries, many native English speakers go to Asian countries to teach English. In this context, cross-cultural misunderstanding and cultural bias between English language learners and native-speaking teachers of English are becoming major issues. This article focuses on 12 Korean adult learners' views about native-speaking teachers of English working in Korea. Korean learners' expectations and needs regarding English language learning and teaching are explored through the investigation and analysis of the learners' views. It aims to provide educators both in non-English and English-speaking countries, including Australia, with insights to inform the development of effective learning and teaching environments not only for Korean students, but also for those in similar cultural contexts.
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40

Williams, Mark. "A Bicultural Education." PMLA/Publications of the Modern Language Association of America 131, no. 5 (October 2016): 1552–56. http://dx.doi.org/10.1632/pmla.2016.131.5.1552.

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In 1995 I Taught a Course in New Zealand Literature at Tokyo University. The Students Were Attentive, and Curious About New Zealand, but they found my Kiwi English hard to follow, being accustomed to American or British varieties. I wondered about their seeming tolerance recently while teaching a similar course to undergraduates back home, at Victoria University, in Wellington, when one of the Maori students complimented a Pākehā (New Zealand European) colleague for her Maori pronunciation. Like most Pākehā, I have a rudimentary grasp of Māori, enough to be familiar with the words and phrases that have entered everyday speech and those in the poetry and fiction I teach. But I cannot conduct a conversation in Māori or read a Māori text, and I am as embarrassed by the irritation that my pronunciation of te reo (the Māori language) causes Māori speakers as I was by the difficulty my rising terminals and strange accent posed for competent English speakers in Japan.
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41

Keener, Andrew S. "Japan Dramas and Shakespeare at St. Omers English Jesuit College." Renaissance Quarterly 74, no. 3 (2021): 876–917. http://dx.doi.org/10.1017/rqx.2021.103.

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This essay examines how Catholics at the English Jesuit College at Saint-Omer reflected on Japanese religious politics during the 1620s and 1630s, both through translated mission reports and drama. This analysis expands scholars’ view of English encounters with Japan; it also decenters predominantly Eurocentric approaches to early modern Jesuit education and theater. The essay concludes with a discussion of Shakespeare and George Wilkins's “Pericles,” a quarto playbook of which was possessed by St. Omers and which, through the generic elements of romance it shared with the Japan material, provided further opportunities for the college's Catholics to consider transcontinental religious politics.
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42

Hasegawa, Hiroshi. "THE CRITICAL ROLE OF UNIVERSITIES IN IMPACTING UPON ENGLISH EDUCATION IN JAPAN." PEOPLE: International Journal of Social Sciences 3, no. 1 (January 1, 2017): 567–85. http://dx.doi.org/10.20319/pijss.2017.s31.567585.

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43

Steele, Dale, Rong Zhang, and Dennis McCornacc. "POLICY CHANGE IN TEACHER TRAINING: CHALLENGES TO ENHANCE ENGLISH EDUCATION IN JAPAN." Malaysian Online Journal of Educational Management 4, no. 2 (April 1, 2016): 12–26. http://dx.doi.org/10.22452/mojem.vol4no2.2.

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44

Steele, Dale, and Rong Zhang. "Enhancement of Teacher Training: Key to Improvement of English Education in Japan." Procedia - Social and Behavioral Sciences 217 (February 2016): 16–25. http://dx.doi.org/10.1016/j.sbspro.2016.02.007.

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45

Seleznyov, Sarah. "Lesson study: an exploration of its translation beyond Japan." International Journal for Lesson and Learning Studies 7, no. 3 (July 9, 2018): 217–29. http://dx.doi.org/10.1108/ijlls-04-2018-0020.

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Purpose The purpose of this paper is to explore the popularity of Japanese lesson study (JLS) beyond Japan and the challenges this translation might pose. It notes that there is not a universally accepted definition of lesson study (LS) and seeks to identify the “critical components” of JLS through a review of the literature. It then uses a systematic literature review of recent studies of the implementation of LS with in-service teachers beyond Japan to analyse the models of LS used against these seven critical components in order to explore the degree of fidelity to the Japanese model. Design/methodology/approach A broad review of the literature on JLS available in the English language identifies seven “critical components”. A systematic literature review of 200 recent English language studies of the implementation of LS with in-service teachers beyond Japan is then carried out. Articles published between 2005 and 2015 are explored, including peer reviewed articles, scientific journals, book chapters and PhD dissertations. This systematic review enables an analysis of the models of LS used in studies from beyond Japan against the “seven critical components” of JLS. Findings The analysis shows that there is not an internationally shared understanding of Japanese lesson study (JLS) and that many of the missing components are those which distinguish LS as a research process, not simply a collaborative professional development approach. It also reveals that UK LS models seem particularly far from the Japanese model in those critical components which connect teachers’ knowledge and understanding within groups, to knowledge and understanding that exists beyond it. The study discusses whether these differences could be attributed to structural or cultural differences between Japan and other nations. Research limitations/implications The search for descriptions of the JLS is limited to articles available in the English language, which, therefore, represent a quite limited body of authority on the “critical components” of LS. The systematic review is similarly limited to English language articles, and there is a clear bias towards the USA, with the Far East and the UK making up the majority of the remaining studies. The study suggests that future research on LS beyond Japan should consider teachers’ attitudes towards the research elements of the process as well as their skills and confidence in carrying out research into practice. Practical implications The study strikes a note of caution for schools wishing to implement JLS as an approach to teacher professional development in the UK and beyond. Japan’s systemic approach has embedded LS experience and expertise into the education system, meaning a uniform approach to LS is much more likely. In addition, other systemic challenges may arise, for example, UK professional development time and resources is not designed with JLS in mind and may therefore require a significant reworking. Originality/value Whilst several systematic reviews of LS have explored its growth, geographical spread, impact and key features, this study provides a different perspective. It analyses whether and to what degree the “lesson study” models these studies describe align with the literature on JLS, and the implications of this for researchers and practitioners.
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Willey, Ian, Kimie Tanimoto, Gerardine McCrohan, and Katsumi Nishiya. "An English Needs Analysis of Medical Doctors in Western Japan." JALT Journal 42, no. 2 (November 1, 2020): 143. http://dx.doi.org/10.37546/jaltjj42.2-3.

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Despite the importance of English to medical doctors (MDs), few studies have examined the English needs of MDs in EFL contexts. This paper describes an English needs analysis of MDs in western Japan, which aimed to identify how these MDs use English, which English skills were most important to their work, and what their views were on English education. Findings from a questionnaire survey of MDs at one university hospital and five nonuniversity hospitals showed that these MDs primarily used English to gather information, although they were dissatisfied with their university English education for failing to improve their speaking skills. Interviews revealed that English use in unscripted situations causes stress for these MDs, and that most of their English-speaking patients are not native English speakers. These findings suggest that Japanese MDs need general speaking skills more than discipline-specific expressions and vocabulary and signal the importance of communicative language teachers in English for specific purposes (ESP) education. 医師にとって英語は大変重要であるが、外国語としての英語に関する医師のニーズについて検討した研究は少ない。本研究は、西日本の大学病院あるいは一般病院で勤務する医師を対象に、質問紙およびインタビューにより英語ニーズとして英語使用状況、職務上重要な英語スキル、学生時代に受けた英語教育に対する意見を調査した。質問紙調査から、医師は、主に情報収集のために英語を使用しており、学生時代の英語教育ではスピーキングスキルを伸ばせないと不満を持っていることが示された。インタビューから、即興での英語使用はストレスであること、例え英語を話す患者であってもその多くがネイティブでないことが明らかとなった。以上のことから日本の医師には、領域特有の表現や専門用語より、一般的スピーキングスキルが必要であり、特定の目的のための英語（English for specific purposes、ESP）教育に関するコミュニカティブ・ランゲージ教育者の必要性が示唆された。 Keywords: English for medical purposes; interview; needs analysis; questionnaire
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47

Ookawa, Kouki. "Analyzing Cultural Issues in High School English Textbooks in Japan." International Journal of English Language Education 4, no. 2 (April 13, 2016): 1. http://dx.doi.org/10.5296/ijele.v4i2.9308.

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<p>It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and so on. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology (henceforth, MEXT) in Japan from the perspective of intercultural understanding. It elucidates the types of the articles, the countries treated in the articles, and the purposes of the materials for cultural understanding. Then it discusses the characteristics of the cultural materials presented in the high school English textbooks. The result of the research shows the materials contain various kinds of categories, many materials concerning English-speaking countries. However, an important fact is that there is still too much focus on Japan and America. Finally, the paper suggests the future direction of the materials in the textbooks in order to facilitate the better intercultural understanding in the global world.</p>
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48

Wotley, Duncan. "A PERSONAL NARRATIVE OF AN ENGLISH TEACHER IN JAPAN ON LANGUAGE, TACIT KNOWLEDGE AND LANGUAGE EDUCATION." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 127. http://dx.doi.org/10.24200/jonus.vol2iss2pp127-138.

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This paper follows the path of my research into intuitions about language and linguistic knowledge as an English language teacher based in Australia in Japan. I describe how my curiosity about these intuitions grew out of an inability to reconcile the relevance of pedagogical research, applied linguistics, and linguistics with the day-to-day language tasks involved in English language teaching. This gravitated toward an interest in judgment about natural language and the revision of anomalous sentences created naturally or with the assistance of machine translation. I note that teachers and learners generally adopt an intuitive and pragmatic approach to text judgment, commentary about text and text reformulation. I hope to engage readers from other cultures and education backgrounds, so that we share our perspectives, experiences and assumptions about tacit knowledge or intuitions about language.Keywords: Tacit knowledge, implicit knowledge, procedural knowledge explicit knowledge, declarative knowledgeCite as: Wotley, D. (2017). A personal narrative of an English teacher in Japan on language, tacit knowledge and language education. Journal of Nusantara Studies, 2(2), 127-138.
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Hatano, Kazuma. "Daisaku Ikeda's Educational Philosophy in the Context of English Education Policy in Japan." Critical Inquiry in Language Studies 9, no. 1-2 (April 9, 2012): 118–31. http://dx.doi.org/10.1080/15427587.2012.648071.

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50

KOIKE, IKUO, and HARUMI TANAKA. "English in foreign langauge education policy in Japan: Toward the twenty-first century." World Englishes 14, no. 1 (March 1995): 13–25. http://dx.doi.org/10.1111/j.1467-971x.1995.tb00336.x.

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