Teaching In Japan Research Articles

The origin of teaching as a profession in Japan: A transnational analysis of the relationship between professionalism and nationalism in the 19th century

How was the concept of «teaching as a profession» advocated in the 19th century? In this study, this question is analysed by focusing on how the Japanese version of the concept was imported from the West and subsequently transformed in this non-Christian setting. It was formulated not only by a national action to create a strong centralized nation-state in Asia, but also through the transnational interaction of European, American, and Japanese educational leaders. First, the author argues that, the early Japanese concept of «teaching as a profession» is explored by examining the ideas of Mori Arinori, the first Minister of Education. Mori claimed that, in order to safeguard children’s morality, teaching should be a holy-calling profession in Japan. For him, this meant educating the subsequent generations to be obedient to their holy nation. Second, Mori’s images of education are shown to be consistent with those in the United States, where he had studied as a diplomat. These images were shared not only by US leaders such as Horace Mann, but also with Prussian and French leaders of the era. In both countries, both the holy-calling theory and the profession theory included nationalism, whose ultimate aim was education for the nation. However, while the sacredness of the republican polity was based on the ideals of individualism and liberty in the United States, the sacredness of the imperial polity in Japan was promoted by the Emperor the apotheosis of the imperial line, unbroken for ages eternal. These historical origins of the concept of teaching suggest why the professionalisation of teaching in Japan has been advanced by forces that hoist the flag of national particularism, and by a government that supports this view. This implies that teaching professionalism does not always connote democracy or the human rights of children/teachers.

英語教育法(10) ―日本語教授法から見る日本の英語教授法と英語教育―

英語教育法(10) ―日本語教授法から見る日本の英語教授法と英語教育―

英語教育における「実践研究」の定義に関する検討 : 文献レビューからの考察(理論研究・実証研究,課題別研究プロジェクト,第45回中部地区英語教育学会和歌山大会)

英語教育における「実践研究」の定義に関する検討 : 文献レビューからの考察(理論研究・実証研究,課題別研究プロジェクト,第45回中部地区英語教育学会和歌山大会)

中学校教科書における口頭コミュニケーションを志向した活動の分析―第二言語習得研究におけるタスク基準からの逸脱に焦点をあてて― Analysis of Oral-Communication-Oriented Activities in Junior High School Textbooks: Focusing on Task Criteria Proposed by Second Language Research

言語教育研究においては、学習者と教師、および学習者間の口頭コミュニケーション活動についての重要性がこれまでも指摘されてきたが、日本の英語教育においても、授業に口頭コミュニケーションを取り入れる必要性が徐々に認識されつつある。本研究では、真正性の高い有意味な言語活動を促進するために作られたタスクの基準（e.g., Ellis, 2003; Ellis & Shintani, 2014）を用いて、中学校教科書に含まれる口頭コミュニケーションを志向する活動がどのような基準に合致しているかを分析した。そしてその結果をもとに、中学校教科書に含まれている活動をそのまま用いることによって、学習者の言語スキル向上に対してどのような結果が期待できるか、またはできないかについて、第二言語習得研究の研究結果を参照しながら考察した。そして教科書に掲載されている活動の多くは、そのまま用いると自発的に発話内容を言語化するプロセスを学習者が経験したり、言語習得上有意義な意味交渉が起こったりすることが期待できないことを示唆した。 In the field of language teaching research, the importance of meaningful interactions and oral communication activities has been pointed out repeatedly. In English language teaching in Japan, this importance has also been recognized by some teachers, although gradually. In this study we analyzed 3 textbooks used in Japanese junior high schools, referring to task criteria (e.g., Ellis, 2003; Ellis & Shintani, 2014) that were developed for the purpose of promoting authentic meaningful communication. There were 4 task criteria: (a) the focus is on meaning, (b) there is a gap, (c) the learners rely on their own linguistic or nonlinguistic resources, and (d) learners’ language use is not used to assess achievement. We examined whether or not the oral-communication-oriented activities in the textbooks met these criteria. The textbook analysis indicated that the majority of the activities presented did not meet the task criteria. Among the four criteria, (c)—the learners rely on their own resources—was met the least. In most of the cases, linguistic resources such as conversation examples and lexical items were provided for the students, and the only thing the students needed to do was to use those resources. On the other hand, almost half of the activities met (b)—there is a gap—and this was the most easily satisfied criterion. We gave careful consideration to what kind of learner language proficiency development can be expected if classroom teachers use these communication-oriented activities as they appear in the textbook. In doing so, we considered the results obtained from previous SLA research. The fact that most of the activities in the textbooks did not meet the task criteria means that, if they are not modified appropriately, they would prevent language learners from engaging in voluntary grammatical encoding and negotiation of meaning. For example, as most of the activities did not meet criteria (c), the students can hardly experience grammatical encoding because they do not need to think about what linguistic form they should use to convey the meaning. Also, the fact that the focus of the task was not on meaning would result in a serious lack of meaningful negotiation, and therefore the students would miss precious opportunities to get comprehensible input through negotiation of meaning. In sum, the activities presented in the textbooks we analyzed were not enough to guarantee that the students would participate in negotiation of meaning and experience necessary cognitive processing during speaking, both of which are the essence of SLA. We do not propose that the activities should not be used or that they are useless. Rather, we believe that it is worthwhile to think of the communication-oriented activities with task criteria in mind in order to ensure the development of learners’ language proficiency. In addition, teachers should modify the activities to enable the students to focus on meaning and to communicate using their own resources. The results of this study provide useful insights for teachers who want to make their classes more communicative and to have the students engage in meaningful conversation.

Emerged challenges for English education in Japan

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.

Role Perceptions of JTEs and ALTs Engaged in Team Teaching in Japan

Role Perceptions of JTEs and ALTs Engaged in Team Teaching in Japan

英語コミュニケーション教育に関する基礎研究(1) : 現場の声(語彙指導)

英語コミュニケーション教育に関する基礎研究(1) : 現場の声(語彙指導)

日本におけるCommunicative Language Teachingに関する研究 : 文法能力・読解能力とCommunicative Competenceの関係に焦点を当てて

日本におけるCommunicative Language Teachingに関する研究 : 文法能力・読解能力とCommunicative Competenceの関係に焦点を当てて

Teachers’ Beliefs About Task-Based Language Teaching in Japan

As task-based language teaching (TBLT) has grown in popularity in many Asian EFL countries, it has sometimes been the target of criticism from locally situated researchers and teachers, who question its appropriateness for such contexts (Burrows, 2008), often in contrast to more traditional methods, such as the “presentation, practice, production” (PPP) approach (Sato 2009). Partially in response to this criticism, the Task Based Language Learning Special Interest Group (TBLSIG) of the Japanese Association for Language Teachers was formed in 2010 in order to contribute to research into the implementation of TBLT in Japanese and Asian EFL classrooms. As the majority of TBLSIG members are teachers, presently interested in using TBLT in classrooms, they provide an ideal source of insight into how the approach can be implemented effectively in Japan, and by extension, in other similar EFL countries in Asia. This study investigated these teachers’ beliefs about TBLT in Japanese classrooms through an online survey. The aim of the study was to add to existing research on teacher beliefs by not only investigating teachers’ understanding of the principles of TBLT, but also by enquiring into what special considerations practicing teachers have made when implementing TBLT in Japanese classrooms.

Collaborative lesson research: maximizing the impact of lesson study

New common standards for mathematics were adopted by most of the states in the US by 2010. Achieving these standards, however, is a challenge, since they require significant changes in how mathematics is taught. Lesson study (jugyou kenkyuu) is a form of professional development that has been credited for supporting profound changes in teaching in Japan, but its effectiveness outside of Japan has been uneven. From research on school-based lesson study in Japan and from the research on and experience with lesson study in schools in the US, the authors hypothesize that certain institutional structures and practices are important for maximizing its impact, but are sometimes omitted from lesson study outside of Japan. The authors introduce a new term: collaborative lesson research (CLR), defined to include those structures and practices. A three-phase model of school-based CLR, focused on implementation of the new learning standards for mathematics, is being piloted at 15 urban schools in three major school districts in the US. This paper provides details of the pilot program and preliminary results from some of the partner schools.

Perspectives: Guilt, Missed Opportunities, and False Role Models: A Look at Perceptions and Use of the First Language in English Teaching in Japan

At the start of the 2013 academic year, Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) implemented the guideline set forth in their latest Courses of Study, dictating that English classes “should be conducted principally in English in high school” (MEXT, 2009, p. 8). The new Courses of Study, although not imposing a strict target-language-only rule, are still reflective of the past dogma that takes what Macaro (2001) calls a maximal position wherein the L1 is a necessary evil rather than a pedagogical resource. Teachers and institutions espousing such a view undermine language learning progress by engendering undue guilt for responsive and responsible teaching decisions, inhibiting creative pedagogy, and discouraging teachers from acting as positive and realistic bi/multilingual role models. 日本の文部科学省は、現行版学習要領に記載された「高等学校の英語教育授業を原則として英語で教えること」（文部科学省, 2009, p. 8）という方針を2013学年度に施行した。対象言語のみの使用を徹底するという厳格な規則にはなっていないものの、新学習要領は、Macaro（2001）がmaximal positionと呼ぶ「母語（L1）の使用は教育上の必要悪である」とする考えを反映している。このような見解を広める教師及び教育機関は、柔軟かつ責任ある教育的決断に対して過剰な罪悪感を生み、独創的な教授法を抑制し、教師が積極的で現実的に対応できるバイリンガル・多言語が使いこなせる模範者として活躍することを阻害し、それによって外国語教育の進歩を妨害する。

On the Way to Effective Team Teaching A model of ICC development within the context of team teaching in Japan

Team teaching has become a common practice in English classrooms across Japan, but since its inception, a number of problems have been observed. It is believed that the majority of these issues are due to miscommunication caused by cultural differences between the Japanese (JTs) and native-English teachers (NETs). Unfortunately, few studies have offered solutions on how teachers could improve their intercultural communication competence (ICC) so that the other problems can be rectified. Thus, the purpose of this paper is two-fold: 1) to illustrate the need for ICC among JTs and NETs through a review of literature and 2) to develop a model of ICC development specifically designed for the team teaching setting. By applying Iris Young’s (1997) theory of asymmetrical reciprocity to ICC among team teachers, this study develops a model of ICC development within the context of team teaching in Japan so that future research may then apply this model to improving intercultural communication between the NETs and JTs and thereby enhancing the overall instruction in the team teaching classroom.

Communicative language teaching in Japan: current practices and future prospects

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.

The Management of Defective Resin Composite Restorations: Current Trends in Dental School Teaching in Japan

The aim of this article is to investigate the contemporary teaching of the management of defective direct resin composite restorations in dental schools in Japan. A questionnaire relating to the teaching of the management of defective resin composite restorations was developed and e-mailed to 29 dental schools in Japan in 2010. Completed responses were received from 19 of the 29 invited schools (response rate = 66%). Eighteen schools (95%) report that they included the teaching of repair of direct defective resin composite restorations in their dental school programs. Thirteen schools reported that they included both clinical and didactic instruction on the repair of direct resin composite restorations. Fourteen schools did not teach any mechanical roughening of the exposed resin composite restoration surface before undertaking a repair. The most commonly reported treatment was acid etching with phosphoric acid (12 schools). The most commonly taught material for completing repairs was a flowable resin composite (16 schools). The teaching of repair of defective resin composite restorations is well established within many Japanese dental schools, to a greater extent than in some other regions of the world. The impact of this teaching on subsequent clinical practices in Japan should be investigated. Furthermore, it is concluded that there is a need for much stronger leadership in operative and conservative dentistry, ideally at the global level, to resolve differences in key aspects of operative procedures such as repairs.

TEAM TEACHING IN JAPAN FROM THE PERSPECTIVES OF THE ALTs, THE JTEs, AND THE STUDENTS

This case study explores team teaching in Japan from the perspectives of JTEs (Japanese English Teachers), ALTs (Assistant Language Teachers), and students. Special focus is attributed to teachers and students’ perceptions of ALT and JTE roles. To determine the perspectives of all three participants, 112 students, 4 JTES and 2 ALTs from a Japanese high school in Chiba Prefecture were surveyed. Fieldwork was conducted over a ten-day period at the research site in 2009 to collect data in the form of questionnaires, interviews, and class observations. The findings indicate more of a mismatch between students’ perceptions of their teachers’ roles than between teachers. The results also reveal the students prefer a combination of both teachers and find team-taught classes more beneficial to developing their English skills.

Moving towards effective English language teaching in Japan: issues and challenges

Compared with other countries in Asia, Japan is far behind in terms of introducing and delivering bilingual education, let alone effective immersion programmes. In order to make its citizens more bilingual, Japan has been introducing innovative measures including the implementation of the teaching of English in elementary education and a new curriculum guideline requirement of using English exclusively in all high school English classes. However, these innovations are met with opposition and obstacles. Before Japan can introduce effective bilingual and immersion programmes comparable to those in Europe, North America and other Asian countries, it is crucial that Japan addresses these concerns. At the same time, other linguistic resources unique to Japan are being neglected. To elaborate and explore the above issues, this article focuses on public English education and ethnic bilingual schools in Japan.

The Global Education Village

For four years, I've had the privilege of writing Kappan's bi-monthly In column. Recently, Kappan invited me to write every month and broaden the scope of the column to look at international perspectives on education more generally. I'm delighted to be able to do that, given Kappan's strong track record, excellent writers, and informed readership. I've spent about half my career as an academic and researcher--my current role--and the other half as senior civil servant in education in two different Canadian provinces. I've had the opportunity to see education across Canada and in many other parts of the world. I've been privileged with real opportunities to connect research, policy, and practice, and to see those connections--or their absence--in range of places. My career focus has been on building public education systems that serve all children effectively and have good outcomes in broad range of areas with low levels of inequality. Since that is now the espoused goal of virtually all school systems around the world, it seems to provide good focus for this new assignment. Attention to international experience and perspectives in education is growing rapidly, including in the United States. International comparisons are not new; the Stevenson and Stigler work on teaching in Japan, as one example, received much attention in North America 20 years ago. Remember the assessment by the Trends in International Math and Science Study (TIMSS) that math curriculum is a mile wide and an inch deep? A Google search of that phrase plus the word 'curriculum' turns up 750,000 hits! Even earlier, U.S. education was being compared invidiously to the Soviet Union's, notably in the famous Life magazine cover story of March 24, 1958, in the wake of the Sputnik launch. The trend to international comparison is growing. The Program for International Student Assessment (PISA), the international assessment of 15-year-olds run by the Organization for Economic Cooperation and Development (OECD), has been substantially responsible for major changes in education policy in many countries. While the first couple of rounds of PISA had little impact in North America, that's changing; it's no accident that the 2009 PISA results were released last December in Washington, D.C. At about the same time, McKinsey & Co. released widely cited report with the modest title How the world's most improved school systems keep getting better (Mourshed, Chijioke, & Barber, 2010). These high-profile reports and tests are accompanied by growing level of international exchange. There are many conferences and books, both academic and popular, looking at education systems and practices comparatively. Increasingly, education leaders are visiting high-performing systems to study what they do in the hopes of replicating their results, leading to boom in hotel building in Helsinski (just kidding!) to accommodate the thousands of new visitors seeking to learn why Finland perennially occupies PISA's top spot. And last March, U.S. Secretary of Education Arne Duncan convened leaders from 15 countries in New York for an International Summit on the Future of the Teaching Profession. This event was co-sponsored by the U.S. education department, both teacher unions, the Council of Chief State School Officers, and the OECD, with support from public television station WNET, notable collective effort. Even more, the conference brought some frank international discussion on issues that are very controversial in the U.S.--such as alternative teacher certification, charter schools, and merit pay--yet quite uncommon in other more successful countries. …

Examining English vocabulary teaching in Japan

Examining English vocabulary teaching in Japan

Elements of war and peace in history education in the US and Japan: a case study comparison

History praxis can transform perceptions of the ‘other’ by reshaping ideas about events transpiring between groups. Nevertheless, peace education research has rarely examined history teaching. This article addresses the potential for teaching peace through history teaching. After laying out a conceptual framework for understanding the importance of teaching peaceful values in history, as well as providing a background of history teaching in the US and Japan, an analysis is given of qualitative interviews with junior high school teachers regarding history teaching in Japan and the US. Findings revealed teachers in both countries feel expected to teach mostly historical facts, find it difficult to give satisfactory coverage to events in which their country engaged in immoral acts, and are expected to teach a curriculum generally favourable to the national state. The countries differed in that American students are presented with extensive coverage of their country’s activity around the world whereas Japanese students are not, and Japanese students are taught that war is an immoral act of which their country is historically guilty whereas American students are not necessarily taught this.

CROSS CULTURAL DISCOURSE IN THE EDUCATIONAL SETTING

In numerous articles in the books related situation，which were introduced or mentioned there are some indications of the educational problems caused by the reason that the children are not culturally oriented to the ways in which the classroom learning is conducted. In the adult education field，I had many chances to see the difficulties in class for both the foreign teachers and the students created or caused by the cultural differences. The college had about 30 foreign teachers，Americans，British，Indian，Australian and Chinese，who were teaching English. Also，I had an opportunity to attend Cambria Adult School in downtown Los Angeles and Imperial Beach Adult School in San Diego and I experienced the entirely different English classes as a student and saw many Japanese students learning English in the U.S.A. Through these experiences，the writer firmly believes that the cultural differences between the Western countries and Japan play an important role in English teaching in Japan.