Innovation in Language Teaching and Learning

1. Front Matter

   Pages i-xvi

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2. The Scope of Innovation in Japanese Language Education

   • Hayo Reinders, Sachiko Nakamura, Stephen Ryan

   Pages 1-8

3. English in Japan in an Era of Global Uncertainty

   • Philip Seargeant

   Pages 9-22

4. CLIL in Comparison with PPP: A Revolution in ELT by Competency-Based Language Education

   • Makoto Ikeda

   Pages 23-45

5. Innovation in Elementary Classrooms: Integrating the Teaching of English, History and Peace Linguistics

   • Noriko Ishihara, Terumi Orihashi, Zachary Clark

   Pages 47-69

6. Inviting Children’s Views for Designing Digital Game Tasks

   • Yuko Goto Butler

   Pages 71-96

7. Learning Across Generations: A Small-Scale Initiative

   • Stephen Ryan, Kay Irie

   Pages 97-116

8. It’s Your Turn: EFL Teaching and Learning with Tabletop Games

   • James York, Jonathan deHaan, Peter Hourdequin

   Pages 117-139

9. What Does ‘Teaching English as a Lingua Franca’ Mean? Insights from University ELF Instructors

   • Ayako Suzuki

   Pages 141-160

10. Developing a Foreign Language Geragogy: Teaching Innovations for Older Learners

    • Danya Ramírez-Gómez

    Pages 161-184

11. Self-Access Learning and Advising: Promoting Language Learner Autonomy Beyond the Classroom

    • Jo Mynard

    Pages 185-209

12. An Insider’s View: Launching a University Program

    • Kay Irie

    Pages 211-232

13. Innovating with the ‘The Collaborative Social’ in Japan

    • Tim Murphey

    Pages 233-255

14. An Innovative Approach to In-Service Teacher Training for Teaching English at Japanese Public Elementary Schools

    • Maiko Ikeda, Hiroyuki Imai, Osamu Takeuchi

    Pages 257-282

15. Innovation in Japan: Looking to the Future

    • Stephen Ryan, Sachiko Nakamura, Hayo Reinders

    Pages 283-289

16. Back Matter

    Pages 291-295

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This book examines a wide range of innovations in language learning and teaching in Japan. Each of the chapters describes the impetus for a change or new development in a particular context, from early childhood to adult learning, details its implementation and provides an evaluation of its success. In doing so, they provide a comprehensive overview of best practice in innovating language education from teaching practice in formal classroom settings, to self-directed learning beyond the classroom, and offer recommendations to enhance language education in Japan and beyond. The book will be of interest to scholars of applied linguistics and language development, and in particular to those involved in managing change in language education that attempts to mediate between global trends and local needs.

• Language teaching practice
• Educational technology
• Japan
• Language development
• Materials development
• Curriculum reform
• Programme evaulation
• English language teaching
• digital language learning
• game-based learning
• Participatory language learning
• Content and Language Integrated Learning (CLIL)
• Adult language learning
• peace linguistics
• self-access learning (SALC)
• MEXT
• in-service teacher training
• Japanese language education
• learning and instruction

• Department of Education, Anaheim University, Anaheim, USA

  Hayo Reinders

• Department of Languages, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

  Hayo Reinders, Sachiko Nakamura

• School of Culture, Media and Society, Waseda University, Tokyo, Japan

  Stephen Ryan

Hayo Reinders is TESOL Professor and Director of the doctoral programme at Anaheim University, USA and Senior Research Advisor to Kanda University in Tokyo, Japan. He is founder of the global Institute for Teacher Leadership.


Stephen Ryan is a professor in the School of Culture, Media and Society at Waseda University in Tokyo, Japan. He has been involved in English language education for over 25 years, mostly based in Japan.


Sachiko Nakamura is a doctoral candidate in Applied Linguistics at King Mongkut’s University, Thailand. Her research areas include the psychology of language learning and self-regulated learning, and her current research focuses on emotions of language learners and emotion regulation strategy instruction.

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