Overview
- volume is a collaboration of anthropologists and applied linguists taking
- qualitative approaches to language education in Japan
- This volume explores the complex and intricate relationships between the ""local"" and the ""global,"" and more specifically the links between the different levels of policy, educational institutions, classrooms, and the individual that exist in foreign language education in Japan
- The qualitative approach to language education in Japan that the authors of this volume take fills a significant gap in the field of Japanese studies, educational studies, as well as language education and contributes to a more nuanced understanding of Japan
Part of the book series: Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT) (CNLI)
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Table of contents (11 chapters)
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Front Matter
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Back Matter
Keywords
About this book
Language education is a highly contested arena within any nation and one that arouses an array of sentiments and identity conflicts. What languages, or what varieties of a language, are to be taught and learned, and how? By whom, for whom, for what purposes and in what contexts? Such questions concern not only policy makers but also teachers, parents, students, as well as businesspeople, politicians, and other social actors. For Japan, a nation state with ideologies of national identity strongly tied to language, these issues have long been of particular concern. This volume presents the cacophony of voices in the field of language education in contemporary Japan, with its focus on English language education. It explores the complex and intricate relationships between the “local” and the “global,” and more specifically the links between the levels of policy, educational institutions, classrooms, and the individual.
In the much-contested field of foreign language teaching in Japan, this book takes the reader directly to the places that really matter. With the help of expert guides in the fields of anthropology, sociology and linguistics, we are invited to join a vital discussion about the potentially revolutionary implications of the Japanese government’s policy of teaching Japanese citizens to not only passively engage with written English texts but to actually use English as a means of global communication.” – Robert Aspinall, PhD (Oxford), Professor, Faculty of Economics, Department of Social Systems, Shiga University, Japan
This insightful book about language education involves different disciplines using ethnographic methods. Both ‘native’ and ‘non-native’ speakers of Japanese (or English) collaboratively examine two different types of qualitative approaches in Japan – the positivistic and the processual. This is a must-have book for researchers and educators of language who are interested in not only Japan but also language education generally.” – Shinji Sato, PhD (Columbia), Director of the Japanese Language Program, Department of East Asian Studies, Princeton University, USA.
Editors and Affiliations
Bibliographic Information
Book Title: Foreign Language Education in Japan
Book Subtitle: Exploring Qualitative Approaches
Editors: Sachiko Horiguchi, Yuki Imoto, Gregory S. Poole
Series Title: Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT)
DOI: https://doi.org/10.1007/978-94-6300-325-4
Publisher: SensePublishers Rotterdam
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature B.V. 2015
eBook ISBN: 978-94-6300-325-4Published: 23 December 2015
Edition Number: 1
Number of Pages: XII, 192
Topics: Education, general