Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies
Keywords:
communicative language teaching, in-service teacher education, constraints
Abstract
This is a partial report on junior and senior high school Japanese teachers of English and changes in their beliefs and practices after attending a 4-month program of language and pedagogical study in Canada. Findings from this case study suggest that this group of Japanese teachers could effectively apply what they had learned abroad if they were not bound by practical constraints, external influences, or if they were teaching specifically communication-oriented classes.Downloads
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References
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Guest, M. (2000). "But I have to teach grammar!" . Retrieved May 12, 2009, from http://www.jalt-publications.org/tlt/articles/2000/11/guest
Hongo, J. K. S. (2006). Teachers, experts say schools had to ax classes for seniors. The Japan Times Online. Retrieved May 12, 2009, from http://search.japantimes.co.jp/cgi-bin/nn20061028a1.html
Institute, U. o. C. S. L. (2007). MEXT 2007 Professional development program for EFL teachers.
Ishikida, M. Y. (2005). Japanese Education in the 21st Century. New York: iUniverse.
Kariya, T., & Dore, R. (2006). Japan at the meritocracy frontier: From here, where? The Political Quarterly, 77(1), 134-156. [CrossRef]
Kurihara, Y., & Samimy, K. K. (2007). The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. Japan Association for Language Teaching, 29(1), 99-122.
Lamie, J. M. (2001). The impact of in-service training on teachers of English in Japan. New York: Nova Science Publishers, Inc.
Li, D. (1998). "It's always more difficult than you plan and imagine": Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. [CrossRef]
McKay, S. (2000). An investigation of five Japanese English teachers' reflections on their U.S. MA TESOL practicum experience. JALT Journal, 22(1), 46-68.
McNamara, T. (2000). The social character of language tests. In Language testing (pp. 67-77). Oxford: Oxford University Press.
Nagasawa, K. (2004). Teacher training and development. In V. Makarova, & T. Rodgers (Eds.), English language teaching: The case of Japan. Munich: Lincom Europa.
O'Donnell, K. (2005). Japanese secondary English teachers: Negotiation of educational roles in the face of curricular reform. Language, Culture and Curriculum, 18(3), 300-315. [CrossRef]
Okano, K., & Tsuchiya, M. (1999). Education in contemporary Japan: Inequality and diversity. Cambridge: Cambridge University Press.
Pacek, D. (1996). Lessons to be learnt from negative evaluation. ELT Journal, 50(4), 335-343. [CrossRef]
Sato, K. (2002). Practical understandings of communicative language teaching and teacher development. In S. J. Savignon (Ed.), Interpreting communicative language teaching (pp. 41-87). New Haven: Yale University Press.
Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20, 797-816. [CrossRef]
Sato, M., & Asanuma, S. (2000). Japan. In P. Morris, & J. Williamson (Eds.), Teacher education in the Asia-Pacific region: A comparative study (pp. 107-131). New York: Falmer Press.
Scholefield, W. (1997). An overview of the teaching and learning of English in Japan since 1945. Babel, 32(1), 16-20, 37-38.
Takaki, N. (2002). PIGATE: Affecting EFL teacher change from the grassroots level in Japan. The Teacher Trainer, 16(2), 5-10.
Wada, M. (2002). Teacher education for curricular innovation in Japan. In S. J. Savignon (Ed.), Interpreting communicative language teaching (pp. 31-40). New Haven: Yale University Press.
Wedell, M. (2003). Giving TESOL change a chance: supporting key players in the curriculum change process. System, 31, 439-456. [CrossRef]
Yonesaka, S. (1999). The Pre-service training of Japanese teachers of English. Journal, 23(11). Retrieved from http://www.jalt-publications.org/tlt/articles/1999/11/yonesaka
Published
2010-02-17
How to Cite
Cook, M. (2010). Factors Inhibiting and Facilitating Japanese Teachers of English in Adopting Communicative Language Teaching Methodologies. K@ta: A Biannual Publication on the Study of Languange and Literature, 11(2), 99-116. https://doi.org/https://doi.org/10.9744/kata.11.2.99-116
Section
Articles
This work is licensed under a Creative Commons Attribution License
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