English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change

References

Aspinall, Robert. 2003. Japanese nationalism and the reform of English language teaching. In Roger Goodman & David Phillips (eds.), Can the Japanese change their education system?, Oxford studies in comparative education, vol. 12(1), 103–111. Oxford: Symposium.Search in Google Scholar

Aspinall, Robert. 2013. International education policy in Japan in an age of globalisation and risk. Leiden: Global Oriental.10.1163/9789004243729Search in Google Scholar

Bacchi, Carol. 2000. Policy as discourse: What does it mean? Where does it get us?. Discourse 21(1). 45–57. https://doi.org/10.1080/01596300050005493.Search in Google Scholar

Backhaus, Peter. 2020. Upgrading Tokyo’s linguistic infrastructure for the 2020 Games. In Barbara Holthus, Issac Gagné, Wolfram Manzenreiter & Franz Waldenberger (eds.), Japan through the lens of the Tokyo Olympics, 73–79. London: Routledge.10.4324/9781003033905-19Search in Google Scholar

Balgoa, Nelia. 2019. Filipino English teachers in Japan: ‘Nonnativeness’ and the teaching and learning of English. Journal of Language Teaching & Research 10(2). 256–263. https://doi.org/10.17507/jltr.1002.06.Search in Google Scholar

Ball, Stephen. 2015. What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultural Politics of Education 36(3). 306–313. https://doi.org/10.1080/01596306.2015.1015279.Search in Google Scholar

Bartlett, Kevin. 2017. The divide between policy and practice in EFL high school classrooms in Japan. PEOPLE: International Journal of Social Sciences 3(3). 198–217. https://doi.org/10.20319/pijss.2017.33.19821710.20319/pijss.2017.32.198217.Search in Google Scholar

Blommaert, Jan (ed.). 2012. Dangerous multilingualism: Northern perspectives on order, purity and normality. Basingstoke: Palgrave Macmillan.Search in Google Scholar

Borg, Simon. 2006. Teacher Cognition and Language Education: Research and Practice. London: Continuum.Search in Google Scholar

Bouchard, Jeremie. 2017. Ideology, agency, and intercultural communicative competence: A stratified look into EFL education in Japan. Singapore: Springer.10.1007/978-981-10-3926-3Search in Google Scholar

Burgess, Chris. 2015. To globalise or not to globalise? ‘Inward-looking youth’ as scapegoats for Japan’s failure to secure and cultivate ‘global human resources’. Globalisation, Societies and Education 13(4). 487–507. https://doi.org/10.1080/14767724.2014.966805.Search in Google Scholar

Cenoz, Jasone & Durk Gorter. 2013. Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly 47(3). 591–599. https://doi.org/10.1002/tesq.121.Search in Google Scholar

Cook, Melodie. 2012. Revisiting Japanese English teachers’ (JTEs) perceptions of communicative, audio-lingual, and grammar translation (yakudoku) activities: Beliefs, practices, and rationales. Asian EFL Journal 14(2). 79–98.Search in Google Scholar

D’Angelo, James. 2017. Applying the ‘WE enterprise’ to expanding circle ELT. Korean Journal of English Language and Linguistics 17(4). 681–700.10.15738/kjell.17.4.201712.681Search in Google Scholar

Doerr, Neriko Musha. 2020. The global education effect and Japan: constructing new borders and identification practices. Abingdon: Routledge.10.4324/9780429292064Search in Google Scholar

Education Curriculum Committee, Central Council for Education [中央教育審議会 教育課程部会 (Chuōkyōikushingikai Kyōikukatēbukai)]. 2016. 今後の学習指導要領改訂スケジュール（現時点の進捗を元にしたイメージ）資料３） [Kongo no Gakushūshidōyōryō kaitē sukejūru (genjiten no shinchoku o motonishita imēji) shiryō san: Future schedules for the revision of the Courses of Study (with consideration of the current progress), Document 3]. https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/004/siryo/__icsFiles/afieldfile/2016/08/29/1376580_3.pdf (accessed 28 July 2017).Search in Google Scholar

Fang, Fan (Gabriel). 2018. Ideology and identity debate of English in China: Past, present and future. Asian Englishes 20(1). 15–26. https://doi.org/10.1080/13488678.2017.1415516.Search in Google Scholar

Galloway, Nicola & Heath Rose. 2015. Introducing global Englishes. New York: Routledge.10.4324/9781315734347Search in Google Scholar

Gao, Yihong. 2010. Speaking to the world: Who, when and how? An ethnographic study of slogan change and identity construction of Beijing Olympic Games volunteers. Asian Journal of English Language Teaching 20. 1–26.Search in Google Scholar

Glasgow, Gregory & Daniel Paller. 2016. English language education policy in Japan: At a crossroads. In Robert Kirkpatrick (ed.), English language education policy in Asia, 153–180. Cham: Springer.10.1007/978-3-319-22464-0_7Search in Google Scholar

Goodnough, Karen. 2008. Dealing with messiness and uncertainty in practitioner research: The nature of participatory action research. Canadian Journal of Education/Revue Canadienne de l’éducation 31(2). 431–458.Search in Google Scholar

Green, Bill. 2018. Engaging curriculum: Bridging the curriculum theory and English education divide. New York: Routledge.10.4324/9781315650944Search in Google Scholar

Hino, Nobuyuki. 2018. EIL education for the expanding circle: A Japanese model. New York: Routledge.10.4324/9781315209449Search in Google Scholar

Holthus, Barbara, Issac Gagné, Wolfram Manzenreiter & Franz Waldenberger (eds.). 2020. Japan through the lens of the Tokyo Olympics. London: Routledge.10.4324/9781003033905Search in Google Scholar

Humphries, Simon & Anne Burns. 2015. ‘In reality it’s almost impossible’: CLT-oriented curriculum change. ELT Journal 69(3). 239–248. https://doi.org/10.1093/elt/ccu081.Search in Google Scholar

Ishihara, Noriko, Terumi Orihashi & Zachary Clark. 2019. Innovation in elementary classrooms: Integrating the teaching of English, history and peace linguistics. In Hayo Reinders, Stephen Ryan & Sachiko Nakamura (eds.), Innovation in language teaching and learning: The case of Japan, 47–70. Cham: Palgrave Macmillan.10.1007/978-3-030-12567-7_4Search in Google Scholar

Jaffe, Alexandra. 2009. Stance: Sociolinguistic perspectives. Oxford: Oxford University Press.10.1093/acprof:oso/9780195331646.001.0001Search in Google Scholar

Japan Times. 2018. Japan turns to classroom robots in bid to boost English skills. https://www.japantimes.co.jp/news/2018/08/29/national/japan-turns-classroom-robots-bid-boost-english-skills/#.W8MZcGj7TIV (accessed 14 October 2018).Search in Google Scholar

Jenkins, Jennifer. 2015. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice 2(3). 49–85. https://doi.org/10.1515/eip-2015-0003.Search in Google Scholar

Jenkins, Jennifer. 2017. ELF and WE: Competing or complementing paradigms?. In Ee Ling Low & Anne Pakir (eds.), World Englishes: Re-thinking paradigms, 52–68. New York: Routledge.Search in Google Scholar

Kamegai, Miyuki & Robert Croker. 2017. Defining active learning: From the perspective of Japanese high school teachers of English. General Education Bulletin of Asahi University [朝日大学一般教育紀要 (Asahidaigaku ippan kyōiku kiyō)] 42. 65–79.Search in Google Scholar

Kramsch, Claire & Hua Zhu. 2020. Translating culture in global times: An introduction. Applied Linguistics 41(1). 1–9.10.1093/applin/amz020Search in Google Scholar

Kubota, Ryuko. 1998. Ideologies of English in Japan. World Englishes 17(3). 295–306. https://doi.org/10.1111/1467-971x.00105.Search in Google Scholar

Kubota, Ryuko. 2002. The impact of globalization on language teaching in Japan. In David Block & Deborah Cameron (eds.), Globalization and language teaching, 13–28. New York: Routledge.Search in Google Scholar

Kubota, Ryuko. 2019. English in Japan. In Patrick Heinrich & Yumiko Ohara (eds.), The Routledge handbook of Japanese sociolinguistics, 110–126. Abingdon, UK: Routledge.10.4324/9781315213378-7Search in Google Scholar

Kubota, Ryuko & Angel M. Y. Lin (eds.). 2009. Race, culture, and identity in second language education: Exploring critically engaged practice. London: Routledge.Search in Google Scholar

Lee, Carmen. 2017. Multilingualism online. New York: Routledge.10.4324/9781315707211Search in Google Scholar

Liddicoat, Anthony. 2007. Internationalising Japan: Nihonjinron and the intercultural in Japanese language-in-education policy. Journal of Multicultural Discourses 2(1). 32–46. https://doi.org/10.2167/md043.0.Search in Google Scholar

Lloyd, Keith. 2020. Breaking the chain of the Nativist/Owner Metaphor in world Englishes. International Journal of TESOL Studies 2(1). 14. https://doi.org/10.46451/ijts.2020.06.02.Search in Google Scholar

Luke, Allan. 2013. Introduction: The practical problem of curriculum making. In Luke Allan, Annette Woods & Katie Weir (eds.), Curriculum, syllabus design, and equity: a primer and model, 1–5. New York: Routledge.10.4324/9780203833452Search in Google Scholar

Machida, Tomohisa. 2016. Japanese elementary school teachers and English language anxiety. TESOL Journal 7(1). 40–66. https://doi.org/10.1002/tesj.189.Search in Google Scholar

Matsuda, Aya. 2003. Incorporating world Englishes in teaching English as an international language. TESOL Quarterly 37(4). 719–729. https://doi.org/10.2307/3588220.Search in Google Scholar

Matsuda, Aya & Paul Matsuda. 2017. Teaching English as an international language: A WE-informed paradigm for English language teaching. In Ee Ling Low & Anne Pakir (eds.), World Englishes: Re-thinking paradigms, 105–119. New York: Routledge.Search in Google Scholar

Matsumoto, Yumi. 2018. Teachers’ identities as ‘non-native’ speakers: Do they matter in English as a Lingua Franca interactions? In Yazan Bedrettin & Nathanael Rudolph (eds.), Criticality, teacher identity, and (in)equity in English Language Teaching. Educational Linguistics, vol. 35, 57–79. Cham: Springer.10.1007/978-3-319-72920-6_4Search in Google Scholar

May, Stephen. 2014. The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge.Search in Google Scholar

McKenzie, Robert. 2008. The complex and rapidly changing sociolinguistic position of the English language in Japan: A summary of English language contact and use. Japan Forum 20(2). 267–286. https://doi.org/10.1080/09555800802047525.Search in Google Scholar

Meier, Gabriela Sylvia. 2017. The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection. Applied Linguistics Review 8(1). 131–161. https://doi.org/10.1515/applirev-2016-2010.Search in Google Scholar

Menken, Kate & Ofelia García (eds.). 2010. Negotiating language policies in schools: Educators as policymakers. New York: Routledge.10.4324/9780203855874Search in Google Scholar

Ministry of Education, Culture, Sports, Science and Technology (MEXT) [文部科学省 (Monbukagakushō)]. 2002. 「英語が使える日本人」の育成のための戦略構想の策定について [‘Eigo ga tsukaeru nihonjin’ no ikusē no tameno senryaku kōsō no sakutē ni tsuite: Regarding the Establishment of a Strategic Plan to Cultivate ‘Japanese With English Abilities’]. http://www.mext.go.jp/b_menu/shingi/chousa/shotou/020/sesaku/020702.htm (accessed 19 August 2017).Search in Google Scholar

Ministry of Education, Culture, Sports, Science and Technology [文部科学省 (Monbukagakushō)]. 2013. グローバル化に対応した英語教育改革実施計画 [Gurōbaruka ni taiōshita eigo kyōiku kaikaku jisshi keikaku: English Education Reform Plan corresponding to Globalization]. http://www.mext.go.jp/b_menu/houdou/25/12/__icsFiles/afieldfile/2013/12/17/1342458_01_1.pdf (accessed 28 July 2017).Search in Google Scholar

Ministry of Education, Culture, Sports, Science and Technology [文部科学省: (Monbukagakushō)]. 2018. 平成30年度学校基本調査(確定値)の公表について [Heisei sanjū nendo gakkō kihon chōsa (kakutēchi) no kōhyō ni tsuite: Public announcement about the school basic survey (final version) in the fiscal year 2018]. http://www.mext.go.jp/component/b_menu/other/__icsFiles/afieldfile/2018/12/25/1407449_1.pdf (accessed 13 June 2019).Search in Google Scholar

Motha, Suhanthie & Angel Lin. 2014. ‘Non‐coercive Rearrangements’: Theorizing desire in TESOL. TESOL Quarterly 48(2). 331–359. https://doi.org/10.1002/tesq.126.Search in Google Scholar

National Center for University Entrance Examinations (NCUEE) [大学入試センター (Daigakunyūshisentā)]. 2018a. 資料2大学入試英語成績提供システム参加要件を満たしていることが確認された資格・検定試験 [Shiryō ni daigakunyūshi eigo seiseki tēkyō sisutemu sanka yōken o mitashiteiru koto ga kakunin sareta shikaku kentei shiken: Document 2: English tests meeting the requirements for the English score provision system in university admissions]. https://www.dnc.ac.jp/daigakunyugakukibousyagakuryokuhyoka_test/en_info.html (accessed 7 September 2018).Search in Google Scholar

National Center for University Entrance Examinations [大学入試センター(Daigakunyūshisentā)]. 2018b. 大学入試英語成績提供システム基本情報 [Daigakunyūshi eigo seiseki tēkyō shisutemu kihon jōhō: Basic information about the English score provision system in university admissions]. https://www.dnc.ac.jp/daigakunyugakukibousyagakuryokuhyoka_test/en_info.html (accessed 15 October 2018).Search in Google Scholar

Nishino, Takako. 2011. コミュニカティブ・アプローチに関する日本人高校教師の信条と実践 [Komyunikatibu apurōchi ni kansuru nihonjin kōkō kyōshi no shinjō to jissen: Japanese high school teachers’ beliefs and practices regarding communicative language teaching]. JALT Journal 33(2). 131–155. https://doi.org/10.37546/jaltjj33.2-2.Search in Google Scholar

Nishino, Takako. 2012. Modeling teacher beliefs and practices in context: A multimethods approach. The Modern Language Journal 96(3). 380–399. https://doi.org/10.1111/j.1540-4781.2012.01364.x.Search in Google Scholar

Nowell, Lorelli, Jill Norris, Deborah White & Nancy Moules. 2017. Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods 16. 1–13 https://doi.org/10.1177/1609406917733847.Search in Google Scholar

Okano, Kaori. 2006. The global-local interface in multicultural education policies in Japan. Comparative Education 42(4). 473–491. https://doi.org/10.1080/03050060600988387.Search in Google Scholar

Okano, Kaori & Ryoko Tsuneyoshi. 2010. Introduction: An interactive perspective for understanding minorities and education in Japan. In Ryoko Tsuneyoshi, Kaori Okano & Sarane Boocock (eds.), Minorities and education in multicultural Japan: An interactive perspective, 1–26. New York: Routledge.10.4324/9780203849194Search in Google Scholar

Peel, Karen L. 2020. A beginner’s guide to applied educational research using thematic analysis. Practical Assessment, Research, and Evaluation 25. Article 2. https://doi.org/10.7275/ryr5-k983.Search in Google Scholar

Pennycook, Alistair. 2010. Language as local practice. London: Routledge.10.4324/9780203846223Search in Google Scholar

Poole, Gregory, Hiroshi Ota & Mako Kawano. 2020. Tracing the developments of the “global education effect” in Japanese higher education: Discourses, policy, and practice. In Neriko Musha Doerr (ed.), The global education effect and Japan: constructing new borders and identification practices, 33–60. Abingdon: Routledge.10.4324/9780429292064-3Search in Google Scholar

Rizvi, Fazal & Bob Lingard. 2000. Globalization and education: Complexities and contingencies. Educational Theory 50(4). 419–426. https://doi.org/10.1111/j.1741-5446.2000.00419.x.Search in Google Scholar

Rose, Heath & Anuchaya Montakantiwong. 2018. A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal 49(1). 88–101. https://doi.org/10.1177/0033688217746206.Search in Google Scholar

Rose, Heath, Mona Syrbe, Anuchaya Montakantiwong & Natsuno Funada. 2020. Global TESOL for the 21st century: teaching English in a changing world. Bristol: Multilingual Matters.10.21832/9781788928199Search in Google Scholar

Ruecker, Todd & Lindsey Ives. 2015. White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly 49(4). 733–756. https://doi.org/10.1002/tesq.195.Search in Google Scholar

Sakamoto, Mitsuyo. 2012. Moving towards effective English language teaching in Japan: Issues and challenges. Journal of Multilingual and Multicultural Development 33(4). 409–420. https://doi.org/10.1080/01434632.2012.661437.Search in Google Scholar

Schulte, Barbara. 2018. Envisioned and enacted practices: educational policies and the ‘politics of use’ in schools. Journal of Curriculum Studies 50(5). 624–637. https://doi.org/10.1080/00220272.2018.1502812.Search in Google Scholar

Tahira, Masumi. 2012. Behind MEXT’s new course of study guidelines. The Language Teacher 36(3). 3–8. https://doi.org/10.37546/jalttlt36.3-1.Search in Google Scholar

Takayama, Keita & Bob Lingard. 2019. Datafication of schooling in Japan: an epistemic critique through the ‘problem of Japanese education’. Journal of Education Policy 34(4). 449–469. https://doi.org/10.1080/02680939.2018.1518542.Search in Google Scholar

Tanaka, Takako. 2009. Communicative language teaching and its cultural appropriateness in Japan. Doshisha studies in English 84. 107–123.Search in Google Scholar

Tokyo Metropolitan Board of Education [東京都教育委員会 東京都教育庁 (Tōkyōtokyōikuiinkai Tōkyōtokyōikuchō)]. 2017. Tokyo Global Gateway. http://tokyo-portal-edu.com/evillage_en.html (accessed 11 October 2017).Search in Google Scholar

Torikai, Kumiko. 2018. 英語教育の危機 [Eigo kyōiku no kiki: Crisis in English language education]. Tokyo: Chikumashobo.Search in Google Scholar

Tsuneyoshi, Ryoko, Kaori Okano & Sarane Boocock. 2010. Minorities and education in multicultural Japan: an interactive perspective. New York: Routledge.10.4324/9780203849194Search in Google Scholar

Underwood, Paul. 2012. Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A theory of planned behaviour perspective. Teaching and Teacher Education 28(6). 911–925. https://doi.org/10.1016/j.tate.2012.04.004.Search in Google Scholar

Weinmann, Michiko & Ruth Arber. 2017. Orientating languages: Navigating multilingual spaces. Curriculum Perspectives 37. 173–179. https://doi.org/10.1007/s41297-017-0028-4.Search in Google Scholar

Yamada, Mieko. 2018. Developing language awareness: A study of Japanese students’ perceptions toward English language education. Language, Discourse & Society 6(2). 133–150.Search in Google Scholar

Yamamoto, Masayo & Swan James. 2012. Bilingualism as a first language in Japan. International Journal of Bilingual Education and Bilingualism 15(4). 389–392. https://doi.org/10.1080/13670050.2012.665825.Search in Google Scholar

Yates, Lyn & Madeleine Grumet. 2011. World yearbook of education 2011: Curriculum in today’s world: Configuring knowledge, identities, work and politics. Abingdon: Routledge.10.4324/9780203830499Search in Google Scholar

Yazan, Bedrettin & Nathanael Rudolph (eds.). 2018. Criticality, teacher identity, and (in)equity in English language teaching. In Educational linguistics, vol. 35. Cham: Springer.10.1007/978-3-319-72920-6Search in Google Scholar