The divide between policy and practice in EFL high school classrooms in Japan

Bartlett, Kevin Alan (2017) The divide between policy and practice in EFL high school classrooms in Japan. People: International Journal of Social Sciences, 3 (3). pp. 198-217. ISSN 2454-5899

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Abstract

This paper examines the current high school English Language curriculum guidelines established by the Ministry of Education, Culture, Sport, Science and Technology (MEXT) in Japan, and the teaching approaches that are most prevalent in Japanese high school EFL classrooms by examining the implementation of the curriculum in the classroom. Results obtained from surveys, semi-formal interviews and informal conversations with English Language teachers at high schools in Kyushu and Hyogo,Japan, provide an overview of teaching styles and practices in classrooms, which differ to the approaches recommended by policy. Based on the evidence, the paper will explore what cultural and organizational factors are hindering the incorporation of Communicative Language Teaching (CLT) approaches in the classroom by using a conceptual framework based on Hofstede's Large Culture.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International license.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 04 Dec 2017 04:19
Last Modified: 03 May 2018 01:23
Uncontrolled Keywords: CLT in Japan, curriculum implementation, teacher practice, organizational hierarchy
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
Identification Number or DOI: doi:10.20319/pijss.2017.32.198217
URI: http://eprints.usq.edu.au/id/eprint/33341

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