Foreign Language Education in Japan Exploring Qualitative Approaches
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 purpos
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CRITICAL NEW LITERACIES: THE PRAXIS OF ENGLISH LANGUAGE TEACHING AND LEARNING (PELT) Volume 3 Series Editors: Marcelle Cacciattolo, Victoria University, Australia Tarquam McKenna, Victoria University, Australia Shirley Steinberg, University of Calgary; Director of Institute of Youth and Community Studies, University of the West of Scotland Mark Vicars, Victoria University, Australia As a praxis-based sequence these texts are specifically designed by the team of international scholars to engage in local in-country language pedagogy research. This exciting and innovative series will bring a dynamic contribution to the development of critical new literacies. With a focus on literacy teaching, research methods and critical pedagogy, the founding principle of the series is to investigate the practice of new literacies in English language learning and teaching, as negotiated with relevance to the localized educational context. It is being and working alongside people in the world that is at the core of the PELT viewpoint. The Praxis of English Language Teaching and Learning series will focus on inter-culturality and interdisciplinary qualitative inquiry and the dissemination of “non-colonised” research.
Foreign Language Education in Japan Exploring Qualitative Approaches
Foreword by Ryuko Kubota
Edited by Sachiko Horiguchi Temple University Japan Campus, Tokyo, Japan Yuki Imoto Keio University, Tokyo, Japan and Gregory S. Poole Doshisha University, Kyoto, Japan
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-323-0 (paperback) ISBN: 978-94-6300-324-7 (hardback) ISBN: 978-94-6300-325-4 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Cover photo: courtesy of Jin Sakai
Printed on acid-free paper
All Rights Reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
Table of Contents
Foreword Ryuko Kubota
vii
Preface
xi
1. Introduction Sachiko Horiguchi, Yuki Imoto and Gregory S. Poole
1
2. Homeland Education in a New Home: Japanese Government Policy and Its Local Implementation in a Weekend Japanese Language School in the United States Kiri Lee and Neriko Musha Doerr 3. Identity, Place, and Language: Conflict and Negotiation in the Writing of an English Textbook for Japanese Secondary School Students Thomas Hardy 4. Stuck in between: English Language Environment for International Students and Skilled Foreign Workers in Japan Akiko Murata 5. Bringing a European Language Policy into a Japanese Educational Institution: The Contested Field of Institutiona
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