Abstract
To date, Japan has attempted to create national-level standardization so as to consolidate the quality of education. One reason for this is an awareness of “global competitiveness” (Hargreaves, 1994, p. 5). Knowledge of science and technology is assumed to promote Japan’s productivity and prosperity and to stabilize its national position in international affairs. Thus, the government, especially after the Second World War, carried out a series of education reforms in order to institutionalize “scientific disciplines after Western models” (Figal, 1999, p. 77). As a result, national conformity in the quality of education has made it possible for Japan to claim excellence in basic education founded on the rigid compulsory education system (see Lucien, 2001).
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Carson, T. (2005). Beyond instrumentalism: The significance of teacher identity in educational change. Journal of the Canadian Association for Curriculum Studies, 3(2), 1–8.
Connelly, F. M. & Clandinin, D. J. (1999). Knowledge, context and identity. In F. M. Connelly, & D. J. Clandinin (Eds), Shaping a professional identity: Stories of educational practice (pp. 1–5). London: Althouse Press.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the Optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.
Davis, K. A. (1995). Qualitative theory and methods in applied linguistics research. TESOL Quarterly, 29(3), 427–453.
Eisenhardt, K. M. (2002). Building theories from case study research. In A. M. Huberman, & M. B. Miles (Eds), The Qualitative Researcher’s Companion (pp. 5–35). Thousand Oaks, CA: Sage.
Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.
Farrell, T. S. C. (2008). Critical incidents in ELT initial teacher training. ELT Journal, 62(1), 3–10.
Farrell, T. S. C., & Kun, S. T. K. (2007). Language policy, language teachers’ beliefs, and classroom practices. Applied Linguistics, 29(3), 381–403.
Figal, G. A. (1999). Civilization and monsters: Sprits of modernity in Meiji Japan. Durham, NC: Duke University Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Gebhard, J. G. & Nagamine, T. (2005). A mutual learning experience: Collaborative journaling between a nonnative-speaker intern and native-speaker cooperating-teacher. The Asian EFL Journal Quarterly, 7(2), 48–66.
Gephart, R. P. (2004). Qualitative research and the academy of management journal. Academy of Management Journal, 47, 454–462.
Glasgow, G. P. (2012). Implementing language education policy to “conduct classes in English” in Japanese senior high schools. In A. Stewart, & N. Sonda (Eds), JALT2011 Conference Proceedings (pp. 399–407). Tokyo: JALT.
Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447–464.
Gorsuch, G. J. (2000). EFL educational policies and education cultures: Influences on teachers’ approval of communicative activities. TESOL Quarterly, 34(4), 675–710.
Grossman, D. L. (2004). Higher education and teacher preparation in Japan and Hong Kong. Nagoya Journal of Higher Education, 4, 105–126.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Lucien, E. (2001). Japanese education in grades K-12 (ERIC Document Reproduction Service No. ED 458185). Washington, DC: Office of Educational Research & Improvement.
Mahboob, A. & Tilakaratna, N. (2012). A principles-based approach for English language teaching policies and practices (white paper). Alexandria, VA: TESOL.
Mann, S. & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472–495.
Mâţă, L. (2012). Key factors of curriculum innovation in language teacher education. World Academy of Science, Engineering and Technology, 66, 512–520.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
Maxwell, J. A. (2002). Understanding and validity in qualitative research. In A. M. Huberman, & M. B. Miles (Eds), The Qualitative Researcher’s Companion (pp. 37–64). Thousand Oaks, CA: Sage.
McCarty, S. (1995). Practitioners of the liberal arts. The Language Teacher, 19(11), 43–44.
Merriam, S. B. (2001). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
Ministry of Education, Cilture, Sports, Science and Technology of Japan [MEXT]. (2009). Kotogakko gakusyushidoyoryo [The course of study for senior high schools]. Retrived from http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/kou/kou.pdf.
Ministry of Education, Cilture, Sports, Science and Technology of Japan [MEXT]. (2011). Kotogakko gakusyushidoyoryo: Gaikokugo hen [The course of study for senior high schools: Foreign language (English)]. Retrieved from http://www.mext.go.jp/ a_menu/shotou/new-cs/youryou/eiyaku/__icsFiles/afieldfile/2011/04/11/1298353_9.pdf.
Moussu, L. & Llurda, E. (2008). Non-native English-speaking language teachers: History and research. Language Teaching, 41(3), 315–348.
Nagamine, T. (2008). Exploring preservice teachers’ beliefs: What does it mean to become an English teacher in Japan? Saarbrücken, Germany: VDM Verlag.
Nagamine, T. (2012). A metaphor analysis of preservice EFL teachers’ beliefs regarding professional identity. The Asian EFL Journal Quarterly: Special Issue on Teacher Education, Identity and Development, 14(2), 141–171.
Nishino, T. (2012). Multi-membership in communities of practice: An EFL teacher’s professional development. TESL-EJ, 16(2), 1–21.
Packer, M. J. & Winne, P. H. (1995). The place of cognition in explanations of teaching: A dialog of interpretative and cognitive approaches. Teaching and Teacher Education, 11(1), 1–21.
Pan, L. & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System, 39, 391–402.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd edn). Thousand Oaks, CA: Sage.
Sakui, K. & Gaies, S. J. (2002). Beliefs and professional identity: A case study of a Japanese teacher of EFL writing. The Language Teacher, 26(6), 7–11.
Shin, S.-K. (2012). “It cannot be done alone”: The socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542–567.
Stake, R. E. (2005) Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds), The Sage handbook of qualitative research (3rd edn, pp. 443–466). Thousand Oaks, CA: Sage.
Stewart, T. (2009). Will the new English curriculum for 2013 work? The Language Teacher, 33(11), 9–13.
Strauss, A. C. & Corbin, J. M. (1994). Grounded theory methodology. In Y. S. Lincoln & N. K. Denzin (Eds) Handbook of qualitative research (pp. 273–285). Thousand Oaks, CA: Sage.
Strauss, A. C. & Corbin, J. M. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633–642.
Toulmin, S. E. (1990). Cosmopolis: The hidden agenda of modernity. Chicago: University of Chicago Press.
Vavrus, M. (2002). Connecting teacher identity formation to culturally responsive teaching (ERIC Document Reproduction Service No. ED 476689). Washington, DC: Office of Educational Research and Improvement.
Yamada, H. & Hristoskova, G. (2011). Teaching and learning English in English in Japanese senior high schools: Teachers’ and students’ perceptions. Journal of Fukui-ken Eigo Kenkyu-kai, 69, 3–33.
Editor information
Editors and Affiliations
Rights and permissions
This chapter is published under an open access license. Please check the 'Copyright Information' section either on this page or in the PDF for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team.
Copyright information
© 2014 Toshinobu Nagamine
About this chapter
Cite this chapter
Nagamine, T. (2014). Preservice and Inservice English as a Foreign Language Teachers’ Perceptions of the New Language Education Policy Regarding the Teaching of Classes in English at Japanese Senior High Schools. In: Shimizu, K., Bradley, W.S. (eds) Multiculturalism and Conflict Reconciliation in the Asia-Pacific. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-137-40360-5_6
Download citation
DOI: https://doi.org/10.1007/978-1-137-40360-5_6
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-46462-0
Online ISBN: 978-1-137-40360-5
eBook Packages: Palgrave Intern. Relations & Development CollectionPolitical Science and International Studies (R0)