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| assistant language teacher in japan: Teacher Awareness as Professional Development Nami Sakamoto, 2021-12-08 This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers’ world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL). |
| assistant language teacher in japan: Narrative Inquiry Into Language Teacher Identity Takaaki Hiratsuka, 2022 This book provides insights for both native language teachers and local language teachers alike who conduct team-taught lessons by revisiting the topic of foreign assistant language teachers (ALTs), the Japan Exchange and Teaching (JET) program, and team teaching. This book is innovative in that (a) it is the first to elucidate ALTs' experiences comprehensively, across both historical time (i.e., prior to, during, and after the JET program) and social space (i.e., inside and outside the school), thereby revealing their multiple identities that they come to construct and reconstruct over time and (b) it explores the meanings and perspectives of particular phenomena that ALTs experience within their specific social settings from their own individual points of view. This inquiry does this by using personal narrative accounts gathered from multiple participants. Through these narrative accounts, Hiratsuka formulates a conceptualization of ALT identity, an effort that has hitherto been neglected. As a consequence, this book offers several practical and empirical applications of the conceptualization to future endeavors involving native language teachers and those who engage with them, including the key stakeholders of local language teachers, their local boards of education, the governments, and language learners across the globe-- |
| assistant language teacher in japan: Moon Living Abroad Japan Ruthy Kanagy, 2017-09-12 Moon Travel Guides: Make Your Move! From visas, to job-hunting, to cultural assimilation, get a head start on your life-changing move with Moon Living Abroad Japan. Inside you'll find: Practical information on setting up the essentials, including visas, finances, employment, education, and healthcare Firsthand insight on navigating the language and culture from experienced expat Ruthy Kanagy, an American raised in Japan Tips on finding housing that suits your needs and budget, whether you're renting or buying A thorough survey of the many regions, provinces, and individual cultures that Japan encompasses, to help you find the right new home for you Interviews with other expats who share their personal experiences building successful lives abroad How to plan a fact-finding trip before making the move to familiarize yourself with aspects of daily life in Japan: internet and phone access, schooling, banking, insurance, travel, transportation, and more Special tips for those making the move with children or pets Moon Living Abroad Japan takes the hassle out of planning your move, giving you the insider tips, practical resources, and local know-how to start your new life abroad! |
| assistant language teacher in japan: Teaching and Learning in Japan Thomas P. Rohlen, Gerald K. LeTendre, 1998 Includes biblographical references and index. |
| assistant language teacher in japan: Importing Diversity David L. McConnell, 2000-03-16 Japan's official efforts at internationalization have been painful to witness. . . . The government's JET program is easily the most ambitious and its history and on-the-ground problems offer significant insights into Japan's struggle to open up to the outside. David McConnell's book provides a most interesting analysis of why this process has been so complex and difficult. It tells us much about Japanese society and education at this critical point in time.—Thomas P. Rohlen, author of For Harmony and Strength In this superb and insightful book, David McConnell explores perhaps the greatest (certainly the biggest) education program in humankind's history, offering patient, balanced analysis of its workings, problems, and accomplishments. McConnell's confucian equanimity and multifaceted perspectives lend the book a depth seldom found in contemporary writing on Japan.—Robert Juppe, First ALT Advisor for the JET Program This is a very astute, thorough, and personal account of the JET program as a case study of how a program can both change a system and provoke defenses against any change. With his fine ethnographic and analytic material, McConnell reveals the faultlines of internationalization in Japan. This is a great contribution to the study of organizations, marginality, and shifts in global and national identity.—Merry White, author of Japanese Families: It Takes a Nation |
| assistant language teacher in japan: Narrative Inquiry into Language Teacher Identity Takaaki Hiratsuka, 2022-03-15 This book provides insights for both native language teachers and local language teachers alike who conduct team-taught lessons by revisiting the topic of foreign assistant language teachers (ALTs), the Japan Exchange and Teaching (JET) program, and team teaching. This book is innovative in that (a) it is the first to elucidate ALTs’ experiences comprehensively, across both historical time (i.e., prior to, during, and after the JET program) and social space (i.e., inside and outside the school), thereby revealing their multiple identities that they come to construct and reconstruct over time, and (b) it explores the meanings and perspectives of particular phenomena that ALTs experience within their specific social settings from their own individual points of view. This inquiry does this by using personal narrative accounts gathered from multiple participants. Through these narrative accounts, Hiratsuka formulates a conceptualization of ALT identity, an effort that has hitherto been neglected. As a consequence, this book offers several practical and empirical applications of the conceptualization to future endeavors involving native language teachers and those who engage with them, including the key stakeholders of local language teachers, their local boards of education, the governments, and language learners across the globe. |
| assistant language teacher in japan: Exploring Language Teacher Efficacy in Japan Gene Thompson, 2020-05-14 This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts. |
| assistant language teacher in japan: Tonoharu: Part Three Lars Martinson, 2016-11-08 The long awaited final volume of the critically acclaimed Tonoharu series rejoins Dan Wells several months into his tenure as an English teacher in the Japanese village of Tonoharu. As personal stresses push Dan to the breaking point, he decides to take an extended cross-country vacation to let off steam. His time away grants him a fresh perspective on his troubles, but upon his return to Tonoharu, Dan discovers that dramatic change has occurred in his absence. Will this upheaval render his new-found epiphany moot? With hundreds of beautiful, detailed illustrations that evoke 19th century line engravings, Tonoharu provides a nuanced portrayal of the joys and frustrations of living abroad. |
| assistant language teacher in japan: Mastering Manga with Mark Crilley Mark Crilley, 2012-02-08 It's THE book on manga from YouTube's most popular art instruction Guru! There's more to manga than big, shiny eyes and funky hair. In these action-packed pages, graphic novelist Mark Crilley shows you step-by-step how to achieve an authentic manga style—from drawing faces and figures to laying out awesome, high-drama spreads. You'll learn how a few basic lines will help you place facial features in their proper locations and simple tricks for getting body proportions right. Plus, you'll find inspiration for infusing your work with expression, attitude and action. This is the book fans have been requesting for years, packed with expert tips on everything from hairstyles and clothing to word bubbles and sound effects, delivered in the same friendly, easy-to-follow style that has made Mark Crilley one of the 25 Most Subscribed to Gurus on YouTube. Take this opportunity to turn the characters and stories in your head into professional-quality art on the page! Packed with everything you need to make your first (or your best-ever) manga stories! • 30 step-by-step demonstrations showing how to draw faces and figures for a variety of ages and body types • Inspirational galleries featuring 101 eyes, 50 ways to draw hands, 40 hairstyles, 12 common expressions, 30 classic poses and more! • Tutorials to create a variety of realistic settings • Advanced lessons on backgrounds, inking, sequencing and layout options |
| assistant language teacher in japan: Loco in Yokohama Baye McNeil, 2013-09-30 Knife-wielding school girls, scrotum-seeking school boys, back-stabbing bimbos...and some of the finest human beings this side of the globe! Yokohama has it all and Loco has lived it and is telling the tale, no holds-barred! Loco in Yokohama is your front row seat to peer through a secret window into the hilarity and the hell that is living, loving and teaching in Japan. If you're looking for a raw, undiluted, unequivocal account of life in the land of the rising sun, you're looking for Loco! |
| assistant language teacher in japan: Reflections on Multiliterate Lives Diane Dewhurst Belcher, Ulla Connor, 2001 Reflection on Multiliterate Lives is a collection of personal accounts, in narrative and interview format, of the formative literacy experiences of highly successful second language users, all of who are professional academics. Representing fourteen countries in origin, the contributors, well-known specialists in language teaching as well as a variety of other fields in the social and physical sciences, recount in their own words past and present struggles and successes as learners of language and of much else. |
| assistant language teacher in japan: The JET Program and the US–Japan Relationship Emily T. Metzgar, 2017-07-14 Since 1987, the Japan Exchange and Teaching (JET) Program has recruited thousands of young college graduates from more than sixty countries, including the United States, to work in Japan for up to five years. Now, thirty years after the program’s founding, there are more than 60,000 JET Program alumni worldwide, more than half of them hailing from the United States. The JET Program and the US–Japan Relationship: Goodwill Goldmine argues that JET functions as much more than an opportunity for young people to spend a year or more teaching in Japanese schools or working in municipal offices across the Japanese archipelago. This study examines the JET program as a form of public diplomacy and soft power. Through original survey data and extensive interviews with alumni, the author provides a quantitative analysis of the program’s effects and argues that it has been highly useful in shaping interactions between Japan and the United States. |
| assistant language teacher in japan: Teacher Agency and Policy Response in English Language Teaching Patrick C. L. Ng, Esther F. Boucher-Yip, 2016-08-05 The role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers’ individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy. Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include: English language teaching in China: teacher agency in response to curricular innovations Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge Teacher agency, the native/nonnative dichotomy, and English Classes in English in Japanese high Schools Teacher-designed high stakes English language testing: washback and impact This book will appeal to researcher across all sectors of education, in particular key stakeholders in curriculum and language planning. Those interested in the latest development of English language teaching will also find this book a valuable resource. |
| assistant language teacher in japan: Global Perspectives on Language Education Policies JoAnn (Jodi) Crandall, Kathleen M. Bailey, 2018-02-01 Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. The fifth volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field. |
| assistant language teacher in japan: English as a Lingua Franca in Japan Mayu Konakahara, Keiko Tsuchiya, 2019-12-28 This edited book examines the phenomenon of English as a Lingua Franca (ELF) in the Japanese context, using multilingualism as a lens through which to explore language practices and attitudes in what is traditionally viewed as a monolingual, monocultural setting. The authors cover a broad spectrum of topics within this theme, including language education policies, the nature of ELF communication in both academic and business settings, users’ and learners’ perceptions of ELF, and the pedagogy to foster ELF-oriented attitudes. Teaching and learning practices are reconsidered from ELF and multilingual perspectives, shifting the focus from the conformity to native-speaker norms to ELF users’ creative use of multilingual resources. This book is a key resource for advancing ELF study and research in Japan, and it will also be of interest to students and scholars studying multilingualism and World Englishes in other global contexts. |
| assistant language teacher in japan: Team Teachers in Japan Takaaki Hiratsuka, 2023-07-14 This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together. It does this by using the Japanese context as an illustrative example. It re-explores in this context the professional experiences and personal positionings of Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), as well as their team-teaching practices in Japan. This edited book is innovative in that 14 original empirical studies offer a comprehensive overview of the day-to-day professional experiences and realities of these team teachers in Japan, with its focus on their cognitive, ideological, and affective components. This is a multifaceted exploration into team teachers in their gestalt—who they are to themselves and in relation to their students, colleagues, community members, and crucially to their teaching partners. This book, therefore, offers several empirical and practical applications for future endeavors involving team teachers and those who engage with them—including their key stakeholders, such as researchers on them, their teacher educators, local boards of education, governments, and language learners from around the world. |
| assistant language teacher in japan: Foreign Language Education in Japan Sachiko Horiguchi, Yuki Imoto, Gregory S. Poole, 2015-12-23 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. |
| assistant language teacher in japan: A Year in Japan Kate T. Williamson, 2006 New York City-based writer and illustrator Williamson shares discoveries about Japan and its culture based on a recent year spent in Kyoto as a postgraduate student. The text combines the author's colorful illustrations with brief descriptions presented in a script-style text. The end result is a charming, journal-like publication in which Williams |
| assistant language teacher in japan: Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning Gregory Paul Glasgow , 2023-03-15 It is claimed that the English language teaching (ELT) profession incorporates principles of multiculturalism, tolerance, and pluralism, especially since it is viewed as a practical tool to promote intercultural exchange. However, as movements for social justice worldwide become more prevalent, some stakeholders in the field are beginning to question the field’s genuine commitment to such values. In Japan, for example, is the English language truly viewed as a practical communication tool to engage with diverse interlocutors on the global stage? Or do problematic discourses regarding the notion of the “ownership of English” and the ‘idealized speaker of English’ prevail due to the lingering dichotomy between so-called ‘non-native’ English-speaking teachers (NNESTs) and ‘native’ English-speaking teachers (NESTs) — a dichotomy that unfortunately intersects with views of ethnoracial and cultural difference, and which leads to discriminatory tendencies in pedagogical practices, educational cultures, and social structures? The overall purpose of this volume is to initiate conversations about how issues surrounding language, race, and multiculturalism currently inform pedagogical practice in English Language Teaching (ELT) in Japan. We—the editor and contributors—intend to explore these issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to reflect on current challenges, raise appreciation for diversity in ELT, and dismantle inequities. |
| assistant language teacher in japan: English Language Education in Rural Contexts , 2023-06-05 Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys. This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor. Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi. |
| assistant language teacher in japan: Language Teacher Recognition Alison Stewart, 2020-03-02 This book presents the career narratives of an under-researched group of teachers: immigrant Filipino teachers of English working mainly with young and very young learners in Japan. It provides a nuanced and revealing critique of poststructuralist views of identity and proposes recognition theories as an alternative perspective. It explores the role of the community found in language teacher associations in the formation and strengthening of language teacher identity and reveals new insights into morality and social justice in language teacher identity. The narratives of the teachers and the communities of which they are part demonstrate how prejudice affects these teachers' lives, and how speaking about and celebrating success can affirm individual and group identity. |
| assistant language teacher in japan: Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter , 2020-09-01 The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by the contributors to this book offer a kaleidoscope of experiences that transverse several loosely connected and overlapping themes. This book is, in a sense, a “girlfriend’s guide to teaching in a Japanese university” in that it provides much practical information from those who are already in the field. It covers areas such as gaining entry into Japanese higher education teaching, searching for and obtaining tenure, managing a long-term professorial career, and taking on leadership responsibilities. The personal side of teaching is examined, with authors describing how individual interests have shaped their teaching practices. Family matters, such as negotiating maternity leave, reentering the workforce, and difficulties in balancing family and work are discussed by those who have “been there and done that”. The darker issues of the job, such as harassment, racism, and native-speakerism are introduced, and several chapters with practical and legal information about how to combat them are included, as well as a list of valuable resources. The contributors to this volume have drawn upon their own unique experiences and have situated their stories in areas that are of great personal importance. The individual narratives, when taken together, highlight not only the complexity of the professional identity of EFL teachers but also the myriad of issues that shape the careers of women in Japanese higher education. These issues will resonate with all female EFL faculty, regardless of their geographical location. |
| assistant language teacher in japan: English Bilingual Project Mathew Varghese, 2022-10-31 Today, English is the global lingua franca and competent English communication skills should be one of the rights of all educated individuals irrespective of any socio-cultural limits. By introducing a new method, this book focuses on helping any learner to get sufficient communication skills in English as much as in the native language. This method helps one to avoid translating from mother tongue to English. And by using the method of thinking in English, one could acquire the required English bilingual skills naturally. The method is founded on the philosophical idea of mentalese—mind language as the base language of thinking available for humans for constructing thoughts. The proposed English Bilingual Project (EBP) helps one to transfer thoughts from a structureless mentalese to the grammatical structure of any language English/Japanese/Chinese. The method described in this book works in two ways: one it helps one to intuitively understand the working of mentalese; the other is by practicing think in English with the mentalese, one could generate the bilingual brain. The main procedure for transferring thoughts from the mentalese to English is through writing one’s thoughts. This helps one to think effectively in English like one’s own mother tongue. This method works as a prime requirement model for one to generate multilingual skills. The book resourced the idea of mentalese from the classical philosophy, reflects it with the modern generative theories, links it with the studies in neuro-linguistic studies on bilingualism and the bilingual brain. |
| assistant language teacher in japan: Native-Speakerism in Japan Stephanie Ann Houghton, Damian J. Rivers, 2013-02-19 The relative status of native and non-native speaker language teachers within educational institutions has long been an issue worldwide but until recently, the voices of teachers articulating their own concerns have been rare. Existing work has tended to focus upon the position of non-native teachers and their struggle against unfavourable comparisons with their native-speaker counterparts. However, more recently, native-speaker language teachers have also been placed in the academic spotlight as interest grows in language-based forms of prejudice such as ‘native-speakerism’ – a dominant ideology prevalent within the Japanese context of English language education. This innovative volume explores wide-ranging issues related to native-speakerism as it manifests itself in the Japanese and Italian educational contexts to show how native-speaker teachers can also be the targets of multifarious forms of prejudice and discrimination in the workplace. |
| assistant language teacher in japan: Team Teaching and Team Learning in the Language Classroom Akira Tajino, Tim Stewart, David Dalsky, 2015-12-14 This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms. |
| assistant language teacher in japan: Japan’s School Curriculum for the 2020s Akito Okada, Sam Bamkin, 2022-07-02 Chapter 7 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. |
| assistant language teacher in japan: International Perspectives on Teaching English to Young Learners S. Rich, 2014-11-20 This volume comprises 11 research-led accounts from Teaching English to Young Learner (TEYL) educators working in a range of diverse settings worldwide. The innovative practical and theoretical perspectives offer some important insights into effective TEYL pedagogy for the 21st century. |
| assistant language teacher in japan: Japanese Language and Soft Power in Asia Kayoko Hashimoto, 2017-07-26 This cutting edge collection considers how the Japanese language functions as a key element of Japanese soft power in Asia. Within Japanese culture itself, the promotion of language has been an area of ambivalence. This interdisciplinary book looks across the fields of language policy, language teaching, socio-linguistics, cultural studies and history to identify the links between Japan’s language policies and broader social, economic and political processes. It examines the challenges that undermine Japan’s potential soft power by identifying a gap between the “official Japan” portrayed by the Japanese government and the “cultural Japan” that foreigners perceive. It also reveals historical continuity in the way Japanese language is perceived and promoted by policy makers and how the current practices of Japanese language teaching in Asian countries have been shaped within the framework of “international exchange”, which has been a key concept in Japanese foreign policies since the 1970s. It particularly considers the concept of ‘Cool Japan’ as a symbol of Japan’s interpretation of its cultural power and offers a thoughtful assessment of the future of Japanese as a form of soft power in Asia as the country prepares for the 2020 Tokyo Olympics. |
| assistant language teacher in japan: Uncovering Ideology in English Language Teaching Robert J. Lowe, 2020-07-02 This book introduces the concept of the ‘native speaker’ frame: a perceptual filter within English Language Teaching (ELT) which views the linguistic and cultural norms and the educational technology of the anglophone West as being normative, while the norms and practices of non-Western countries are viewed as deficient. Based on a rich source of ethnographic data, and employing a frame analysis approach, it investigates the ways in which this ‘native-speaker’ framing influenced the construction and operation of a Japanese university EFL program. While the program appeared to be free of explicit expressions of native-speakerism, such as discrimination against teachers, this study found that the practices of the program were underpinned by implicitly native-speakerist assumptions based on the stereotyping of Japanese students and the Japanese education system. The book provides a new perspective on debates around native-speakerism by examining how the dominant framing of a program may still be influenced by the ideology, even in cases where overt signs of native-speakerism appear to be absent. |
| assistant language teacher in japan: Immigrant Japan Gracia Liu-Farrer, 2020-04-15 Immigrant Japan? Sounds like a contradiction, but as Gracia Liu-Farrer shows, millions of immigrants make their lives in Japan, dealing with the tensions between belonging and not belonging in this ethno-nationalist country. Why do people want to come to Japan? Where do immigrants with various resources and demographic profiles fit in the economic landscape? How do immigrants narrate belonging in an environment where they are other at a time when mobility is increasingly easy and belonging increasingly complex? Gracia Liu-Farrer illuminates the lives of these immigrants by bringing in sociological, geographical, and psychological theories—guiding the reader through life trajectories of migrants of diverse backgrounds while also going so far as to suggest that Japan is already an immigrant country. |
| assistant language teacher in japan: Globalisation and Its Effects on Team-Teaching Naoki Fujimoto-Adamson, 2020-06-16 This book reveals the underlying connections among global issues, national policy-making, and local practices related to partnership, or team-teaching, in English language lessons in the Japanese Junior High School context. It investigates the complex relationship among team-teachers, students, and wider stakeholders, such as the local Board of Education, Ministry of Education and other non-educational influences at the political, social and economic levels. The book offers essential knowledge for scholars, students and policy makers who are interested in, or have experienced, team-teaching in the Japanese school context. Additionally, team-teaching in English classrooms is widely implemented not only in Japan, but also other Asian countries. Similar types of joint instruction are also seen in collaborative teaching in British schools and in European schools in which Content and Language Integrated Learning (CLIL) has been carried out. In this sense, this study into the particular Japanese context provides both valuable insights into the multi-layered influences on Japanese secondary school English education, and also a model of research methodology into team-teaching contexts in wider contexts. |
| assistant language teacher in japan: Japanese Journeys Geoffrey Bownas, 2021-10-25 Geoffrey Bownas, widely known over the last half century for his writings, translations, broadcasts and commentaries relating to Japan, and an eminent Japanese Studies scholar who pioneered teaching in this field at Oxford (1954) and Sheffield (1966), has at last completed a memoir. It is both a literary triumph and a compelling read – not least for the many who have known him – as well as a historical record of some significance tracking Japan’s post-war history from abject poverty to unimaginable prosperity as the world’s second largest economy, and the ‘lost’ post-bubble years. In particular, the author includes a detailed account of his association with Mishima Yukio while preparing the Penguin New Writing in Japan, his early years in Kyoto and his experience of living in Tenri City. He also offers a critical appraisal of the Japanese aesthetic, documents an extraordinary meeting with Honda Soichiro, and takes a nostalgic journey back to the writing of his many books on Japan, including the Penguin Book of Japanese Verse (with Anthony Thwaite), Japanese Rainmaking and Other Folk Practices, and Japan and the New Europe. Equally, his involvement and input at some of Japan’s key turning points over the last fifty years make fascinating reading, such as the 1964 Tokyo Olympics when he was the BBC’s interpreter, and more recently the New Kansai International Airport in the early 1990S as consultant to Watson Steel, a member of the AMEC Group. |
| assistant language teacher in japan: Identity, Gender and Teaching English in Japan Diane Hawley Nagatomo, 2016-04-07 How do teachers who have chosen to settle down in one country manage the difficulties of living and teaching English in that country? How do they develop and sustain their careers, and what factors shape their identity? This book answers these questions by investigating the personal and professional identity development of ten Western women who teach English in various educational contexts in Japan, all of whom have Japanese spouses. The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The book also provides a useful overview of English language teaching and learning in Japan. |
| assistant language teacher in japan: Towards Post-Native-Speakerism Stephanie Ann Houghton, Kayoko Hashimoto, 2017-12-05 This book probes for a post-native-speakerist future. It explores the nature of (English and Japanese) native-speakerism in the Japanese context, and possible grounds on which language teachers could be employed if native-speakerism is rejected (i.e., what are the language teachers of the future expected to do, and be, in practice?). It reveals the problems presented by the native-speaker model in foreign language education by exploring individual teacher-researcher narratives related to workplace experience and language-based inclusion/exclusion, as well as Japanese native-speakerism in the teaching of Japanese as a foreign language. It then seeks solutions to the problems by examining the concept of post-native-speakerism in relation to multilingual perspectives and globalisation generally, with a specific focus on education. |
| assistant language teacher in japan: Soft CLIL and English Language Teaching Makoto Ikeda, Shinichi Izumi, Yoshinori Watanabe, Richard Pinner, Matthew Davis, 2021-08-24 Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world. |
| assistant language teacher in japan: An Autoethnography of Teaching English in Japan: Bridging Life and Academia Sanae Oda-Sheehan , 2022-01-20 Based on her professional and personal experiences in education as well as in business, Sanae Oda-Sheehan (PhD) came to realize that there may be several problematic gaps hindering learning effectiveness in the Japanese EFL context. In exploring possibilities to bridge those gaps, she proposes the framework called the Pedagogical Trinity: the integration of L2 pragmatics and grammar pedagogy to promote the implementation of communicative language teaching. This book shares her experiences in exploring how to bring about such integration and bridge those gaps by utilizing autoethnography Autoethnography is a burgeoning and promising approach in the qualitative research field, in which researchers use themselves as the research subject to better understand sociocultural complexities through the connectivity between self and others. By employing the autoethnographic approach and analyzing in-depth face-to-face interviews and journal entries, Oda-Sheehan reflected on her teaching practices and her own identity formation to explore the critical factors for the integrative approach. Through this life-sized portrait of the research project, she obtained interpretive insights that show how critical it is for teachers to have an awareness of their multiple identities and perspectives, long-term visions, and readiness for necessary transformation. This book meticulously crafts and demonstrates how autoethnography can be utilized as a research method to merge analytic rigor and creative dynamics. Through the connectivity in an autoethnographic orientation, readers may find themselves in the stories unfolded in the chapters and be guided to reflect on their own experiences and endeavors. In that way, what is presented in this book may become readers’ own stories, giving them the strength to go forward in life. This book can provide a platform of open dialogue to explore approaches to bridge life and academia collaboratively. |
| assistant language teacher in japan: Responsive Teaching Harry Fletcher-Wood, 2018-05-30 This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes. |
| assistant language teacher in japan: The Soft Power of the Russian Language Arto Mustajoki, Ekaterina Protassova, Maria Yelenevskaya, 2019-06-12 Exploring Russian as a pluricentric language, this book provides a panoramic view of its use within and outside the nation and discusses the connections between language, politics, ideologies, and cultural contacts. Russian is widely used across the former Soviet republics and in the diaspora, but speakers outside Russia deviate from the metropolis in their use of the language and their attitudes towards it. Using country case studies from across the former Soviet Union and beyond, the contributors analyze the unifying role of the Russian language for developing transnational connections and show its value in the knowledge economy. They demonstrate that centrifugal developments of Russian and its pluricentricity are grounded in the language and education policies of their host countries, as well as the goals and functions of cultural institutions, such as schools, media, travel agencies, and others created by émigrés for their co-ethnics. This book also reveals the tensions between Russia’s attempts to homogenize the 'Russian world' and the divergence of regional versions of Russian reflecting cultural hybridity of the diaspora. Interdisciplinary in its approach, this book will prove useful to researchers of Russian and post-Soviet politics, Russian studies, Russian language and culture, linguistics, and immigration studies. Those studying multilingualism and heritage language teaching may also find it interesting. |
| assistant language teacher in japan: Contemporary Task-Based Language Teaching in Asia Michael Thomas, Hayo Reinders, 2015-02-26 Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level. Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels. |
| assistant language teacher in japan: Routledge Handbook of Japanese Culture and Society Victoria Bestor, Theodore C. Bestor, Akiko Yamagata, 2011-04-13 This Handbook is an interdisciplinary resource that focuses on contemporary Japan and the social and cultural trends that are important at the beginning of the twenty-first century. |
Assistant Language Teachers in Japan: Roles, Teaching …
ew studies have focused on their roles across various educational levels and the practical realities of ALT-JTE collaboration. The purpose of this paper therefore . s to look into the expected and …
2025 JET Programme Application Guidelines - ph.emb …
Assistant Language Teacher (ALT): Participants who engage in language instruction. ALTs are placed mainly in local boards of education and elementary, junior high, and senior high schools.
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN …
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN JAPAN HAVE A VERY REWARDING AND POTENTIALLY LONG-TERM ENGLISH LANGUAGE TEACHING …
Impact of Assistant Language Teachers on English Education …
s that aim to improve Japanese students’ English language abilities. While the policy may be primarily concerned with Japanese Teachers of Language (JTLs) and Japanese Teachers of …
Japan now accepting assistant language teacher applicants
Filipino overseas job seekers can now seize the opportunity of working as assistant language teachers in Japan under its 2021 Japan Exchange and Teaching (JET) Programme.
2025 JET Programme Application Guidelines - bb.emb …
Assistant Language Teacher (ALT): Participants who engage in language instruction. ALTs are placed mainly in local boards of education and elementary, junior high, and senior high …
JET-ALT活動事例集(全体版)enV2 - 総務省
Under the program, young people are invited as its participants from around the world and employed by local governments or other organizations in Japan to work in one of the following …
Microsoft PowerPoint - JETパンフ cherry - in.emb-japan.go.jp
The Japan Exchange and Teaching (JET) Programme started in 1987 with the aim of promoting grassroots international exchange between Japan and other countries. So far, there have …
ALT handbook - British Council
This is the latest edition of the “Team Teaching Handbook” which was first published in 1994. The handbook is utilised nationally by Japanese Teachers of Language (JTLs) and Assistant …
One (1) Assistant Language Teacher (ALT) - palau.emb …
One (1) Assistant Language Teacher (ALT) The Japan Exchange and Teaching Programme (hereinafter, Programme) seeks to enhance internationalisation in Japan by promoting mutual …
Part-time Assistant Language Teacher - 東京都立雪谷高等学校
Support English classes for metropolitan schools in Tokyo as an assistant teacher. Demonstrate and correct pronunciation using reading materials. Describe and explain cultural background …
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN …
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN JAPAN HAVE A VERY REWARDING AND POTENTIALLY LONG-TERM ENGLISH LANGUAGE TEACHING …
The Language Barrier: Exploring the Lived Experiences of …
nglish-speaking "Assistant Language Teachers" (ALTs) in English classrooms at Japanese junior and senior high schools (MEXT, 2018). The main purpose of the JET Program is to strive to …
Microsoft Word - 2025JET APPLICATION GUIDELINE
Assistant Language Teacher (ALT): Participants who engage in language instruction. ALTs are placed mainly in local education and elementary, junior high, and senior high schools. (2) …
Microsoft Word - 02 guideline(EN without tracks)
The following application guidelines apply to Assistant Language Teachers (ALTs). The Japan Exchange and Teaching Programme (hereinafter, Programme) seeks to enhance …
Assistant Language Teachers as Solo Educators - AJET
Current Japan Exchange and Teaching (JET) Programme participants were surveyed in relation to the proposal currently under consideration by the Japanese government to allow Assistant …
Promoting Assistant Language Teachers’ Roles in Team …
近年の学校英語教育では、英語を母語とする外国人指導助手(Assistant Language Teacher:ALT)と、日本語を母語とする英語教師(Japanese Teacher of English:JTE)が共に授 …
ALT Recruitment of Kanuma City 2025.4.1~2026.3.31 …
Kanuma Board of Education is now accepting applications for an Assistant Language Teacher(ALT) positions. Thank you for your interest in our ALT program. 1 Job Title : …
ASSISTANT LANGUAGE TEACHERS (ALTS) FOR INTERAC IN …
ASSISTANT LANGUAGE TEACHERS (ALTS) FOR INTERAC IN JAPAN HAVE A VERY REWARDING AND LONG-TERM ENGLISH LANGUAGE TEACHING EXPERIENCE WITH …
THE 2024 JAPAN EXCHANGE AND TEACHING (JET) …
Assistant Language Teachers (ALT): Participants engaged in language instruction. ALTs are placed mainly in local boards of education and elementary, junior high, and senior high schools.
Assistant Language Teachers in Japan: Roles, Teaching …
ew studies have focused on their roles across various educational levels and the practical realities of ALT-JTE collaboration. The purpose of this paper therefore . s to look into the expected and …
2025 JET Programme Application Guidelines - ph.emb …
Assistant Language Teacher (ALT): Participants who engage in language instruction. ALTs are placed mainly in local boards of education and elementary, junior high, and senior high schools.
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN …
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN JAPAN HAVE A VERY REWARDING AND POTENTIALLY LONG-TERM ENGLISH LANGUAGE TEACHING …
Impact of Assistant Language Teachers on English Education …
s that aim to improve Japanese students’ English language abilities. While the policy may be primarily concerned with Japanese Teachers of Language (JTLs) and Japanese Teachers of …
Japan now accepting assistant language teacher applicants
Filipino overseas job seekers can now seize the opportunity of working as assistant language teachers in Japan under its 2021 Japan Exchange and Teaching (JET) Programme.
2025 JET Programme Application Guidelines - bb.emb …
Assistant Language Teacher (ALT): Participants who engage in language instruction. ALTs are placed mainly in local boards of education and elementary, junior high, and senior high …
JET-ALT活動事例集(全体版)enV2 - 総務省
Under the program, young people are invited as its participants from around the world and employed by local governments or other organizations in Japan to work in one of the following …
Microsoft PowerPoint - JETパンフ cherry - in.emb-japan.go.jp
The Japan Exchange and Teaching (JET) Programme started in 1987 with the aim of promoting grassroots international exchange between Japan and other countries. So far, there have …
ALT handbook - British Council
This is the latest edition of the “Team Teaching Handbook” which was first published in 1994. The handbook is utilised nationally by Japanese Teachers of Language (JTLs) and Assistant …
One (1) Assistant Language Teacher (ALT) - palau.emb …
One (1) Assistant Language Teacher (ALT) The Japan Exchange and Teaching Programme (hereinafter, Programme) seeks to enhance internationalisation in Japan by promoting mutual …
Part-time Assistant Language Teacher - 東京都立雪谷高等学校
Support English classes for metropolitan schools in Tokyo as an assistant teacher. Demonstrate and correct pronunciation using reading materials. Describe and explain cultural background …
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN …
ASSISTANT LANGUAGE TEACHERS (‘ALTS’) FOR INTERAC IN JAPAN HAVE A VERY REWARDING AND POTENTIALLY LONG-TERM ENGLISH LANGUAGE TEACHING …
The Language Barrier: Exploring the Lived Experiences of …
nglish-speaking "Assistant Language Teachers" (ALTs) in English classrooms at Japanese junior and senior high schools (MEXT, 2018). The main purpose of the JET Program is to strive to …
Microsoft Word - 2025JET APPLICATION GUIDELINE
Assistant Language Teacher (ALT): Participants who engage in language instruction. ALTs are placed mainly in local education and elementary, junior high, and senior high schools. (2) …
Microsoft Word - 02 guideline(EN without tracks)
The following application guidelines apply to Assistant Language Teachers (ALTs). The Japan Exchange and Teaching Programme (hereinafter, Programme) seeks to enhance …
Assistant Language Teachers as Solo Educators - AJET
Current Japan Exchange and Teaching (JET) Programme participants were surveyed in relation to the proposal currently under consideration by the Japanese government to allow Assistant …
Promoting Assistant Language Teachers’ Roles in Team …
近年の学校英語教育では、英語を母語とする外国人指導助手(Assistant Language Teacher:ALT)と、日本語を母語とする英語教師(Japanese Teacher of English:JTE)が共に授 …
ALT Recruitment of Kanuma City 2025.4.1~2026.3.31 …
Kanuma Board of Education is now accepting applications for an Assistant Language Teacher(ALT) positions. Thank you for your interest in our ALT program. 1 Job Title : …
ASSISTANT LANGUAGE TEACHERS (ALTS) FOR INTERAC IN …
ASSISTANT LANGUAGE TEACHERS (ALTS) FOR INTERAC IN JAPAN HAVE A VERY REWARDING AND LONG-TERM ENGLISH LANGUAGE TEACHING EXPERIENCE WITH …
THE 2024 JAPAN EXCHANGE AND TEACHING (JET) …
Assistant Language Teachers (ALT): Participants engaged in language instruction. ALTs are placed mainly in local boards of education and elementary, junior high, and senior high schools.
