Abstract
This chapter details a poststructural ethnographic account (Britzman DP, Int J Qual Stud Educ 8(3):229–238, 1995) of 16 Japanese university students and their teacher conceptualizing boundaries of local language practice in one English department. Together, they apprehend local (Japanese) language practice as negotiated at the interstices of discourses of “Japaneseness-Otherness” and “native English speakerness-Otherness.” Authority to employ Japanese in the classroom was afforded to “Japanese” teachers who might then assert authority to engage in local language practice or teach content in and through the Japanese language. Additionally, “Japanese” teachers were provided space to assert identity as linguistic and cultural border crossers, whereas “native speaker teachers” were to downplay or disassociate from their lived experiences negotiating membership in Japanese society, including from their use of Japanese, in the classroom. Space for teachers, positioned as neither an “idealized NS of English” nor “idealized NS of Japanese,” was non-existent. The study troubles dominant, critically-oriented approaches to local language practice in the field of English language teaching (ELT) and its corresponding disciplines, that do not account for individuals’ negotiation of positioning and being positioned, identity-wise, and the creation, limitation, and/or elimination of space for being and becoming that may result.
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Notes
- 1.
Throughout the chapter, I use first-person “I” and “my,” as well as the “active voice,” to reveal my subjectivities as a co-participant in the fluid co-construction of the study in question.
- 2.
During the course of the study, students defined “Japanese (teachers)” in terms of both “citizenship,” and being a “native speaker of Japanese.” As apprehended by students, this idealized individual was an essentialized, linguistic, cultural, ethnic and national, discursive construction (see Doerr 2009; Sugimoto 1999, 2014) Such an apprehension of the “native speaker of Japanese” was confirmed as guiding thought in the Department, during the study, by departmental leadership.
- 3.
Teachers originally from other countries, may be found to possess Japanese citizenship, though none of the teachers in question in the study do. The students were aware of this.
- 4.
Poststructural scholarship can be underpinned by a variety of ontological and epistemological commitments related to the discursive negotiation of “self” (Procter 2004). In the following chapter, I draw on poststructural scholarship that does not eliminate “self” completely.
- 5.
Discourses, according to Gannon and Davies (2007), are “complex interconnected webs of modes of being, thinking, and acting. They are in constant flux and often contradictory. They are always located on temporal and spatial axes, thus they are historically and culturally specific” (p. 82).
- 6.
- 7.
The monolingual principle certainly predates the Chomskyan (Chomsky 1965) native speaker/hearer (Nayar 1997; Pennycook 2010), though Chomsky’s work has served as a conceptual foundation for worldviews of and approaches to theory, inquiry, teacher training, pedagogy, materials creation, assessment, and hiring practices in the field of English language teaching (Leung 2005).
- 8.
Through the years, these terms, grounded in Modernistic, purist notions of languages as closed systems, have been used interchangeably in the literature (Hall and Cook 2012).
- 9.
Additionally, the university in question has no policy governing classroom inquiry. My interaction with participants, handling of data, and creation of the study, instead conformed to the Science Council of Japan’s (2013) Code of Conduct for Scientists, which provides a framework for ethical research intended to protect participants, researchers, and Japanese society.
- 10.
All students spend a semester abroad the university’s exclusive American institute for English study. Students reported no use of Japanese, with teachers, at that campus.
- 11.
“Native speaker” teachers are informally, yet strongly encouraged to implement “English only” approaches to the classroom, according to the Department’s Academic Affairs Representative.
- 12.
This “homeroom teacher” role, at the university in question, is a role usually found in primary and secondary schools in Japan, and not, in such a manifestation, as commonly at the tertiary level.
- 13.
Limited-term track positions in Japan may be renewed in some cases, but almost never turn into tenure-track slots. The position in which I was located had no explicit framework regarding status or time limit in the future.
- 14.
Interestingly, however, the department had begun a “cost effective” Skype lesson program, where students could chat in English online, and complete lessons, with Filipino ELT professionals.
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Rudolph, N. (2018). Essentialization, Idealization, and Apprehensions of Local Language Practice in the Classroom. In: Yazan, B., Rudolph, N. (eds) Criticality, Teacher Identity, and (In)equity in English Language Teaching . Educational Linguistics, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-319-72920-6_15
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