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This book investigates recent changes in language education policy and the implementation of English as a foreign language (EFL) in Japan’s public elementary schools. Through interviews with policymakers, school principals and elementary school teachers, it examines the challenges in creating, transmitting and applying this new language policy. It reveals not only the contents of language policy documents, but the political and socioeconomic rationale for introducing EFL into Japan’s national curriculum. This book will aid understanding of various macro-level discourses, such as progressive and conservative views of schooling in Japan and how globalization has affected attitudes toward English education. It will be of interest to researchers in language policy and planning, second language acquisition, second language teacher education and Japanese studies.
Peter Ferguson is Associate Professor of Languages and Education at Kindai University, Japan. Following 30 years as a language teacher in Japan, his work explores educational linguistics, language policies, English education for young learners and language teacher education.
Acknowledgments
Note on Name Conventions
Introduction: Ethnographic Insights into Elementary English Language Policy in Japan
Chapter 1. Language Classrooms: Competing Ideologies on Language, Culture and Identity
Chapter 2. The Politics of Policy Formulation: Acceptance and Resistance
Chapter 3. The Players: MEXT, the Board of Education and Schools
Chapter 4. Policy or How the Ministry of Education Controls Language Learning
Chapter 5. The Role of Textbooks
Chapter 6. Teachers Bringing English Language Policies to Life
Chapter 7. English Lessons Reimagined: Making Policy More Meaningful for Young Learners
Conclusion
Appendices
References
Index