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This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type in the Japanese context. These practices are grounded in depictions of the practitioners’ personal and professional trajectories through explorations of their visual linguistic autobiographies. The holistic ethnography thus deepens understanding of plurilingualism in a hitherto underexplored context, and should be of interest to students and researchers of language teaching, teacher training, language policy, sociolinguistics and plurilingualism.
If you thought Japan was monolingual, think again! Daniel Roy Pearce shows how the intricacies of Japanese social and individual multilingualism can be used in the classroom to counter monolingualism and monolingualization. Bringing a unique multisensorial and multimodal approach to research, combining autoethnography and polyethnography, this volume is unsettling and inspiring for researchers and practitioners alike.
This stimulating volume, packed with concrete examples and rich reflections, has something for everyone (in-service and pre-service teachers, postgraduate students, teacher trainers and researchers). It is an excellent example of the tangible teaching and learning outcomes that can be achieved through collaborative, participative research. A fascinating window onto progressive language education in Japan which will incite reflection and resonate with all educators, across the globe, seeking to nurture curiosity and openness amongst their learners.
...for all readers concerned with instructed language education in Japan, Plurilingual Education in a Monolingualised Nation is a thought-provoking monograph examining counter-discursive practices that have the potential to positively influence the future of language teaching here.
[This] is a groundbreaking contribution to language education scholarship. Pearce’s fusion of theory, practice, and teacher narratives not only redefines what plurilingualism can look like in a monolingualised context but also offers a hopeful vision for inclusive, interdisciplinary pedagogies. For those invested in challenging linguistic hegemony – in Japan or beyond – this book is an indispensable resource. It reminds us that even in the face of institutional inertia, classrooms can become sites of radical linguistic possibility.
...this volume offers a highly relevant and insightful exploration of the evolving role of plurilingualism in FL education in Japan. Well-researched and accessibly presented, it sheds light on plurilingual practices in a context that has received little attention in the literature, highlighting both their potential and their growing implementation.
...the volume offers a wealth of illustrative examples and nuanced descriptions of plurilingual education in practice. It will undoubtedly prove valuable to educators in Japan and internationally who seek to enrich their didactic repertoires. As a university English language instructor in Japan, I found this book thought-provoking and recently implemented plurilingual practices such as having students craft their visual linguistic autobiography.
Daniel Roy Pearce is a lecturer and teacher trainer in the Faculty of Education, Shitennoji University, Japan. His current research interests include interdisciplinary plurilingual education, teacher collaboration, and plurilingualism and linguistic diversity within primarily monolingual contexts.
Acknowledgements
Danièle Moore: Foreword
Introduction: Monolingualism and Japan
Part 1. Monolingualism Colliding with Plurilingualism
Chapter 1. Foreign Language Education and Plurilingualism: Global and Local Trends
Chapter 2. Multimodal Polyethnography in Language Teaching Research
Chapter 3. Situating the Author: 'Wearing Both Pairs of Shoes'
Part 2. Plurilingual Practices and Perspectives
Chapter 4. From English-Only to Plurilingual Education: Yuki-sensei’s Journey
Chapter 5. Making the Classroom Multilingual: Yuki-sensei’s Practice
Chapter 6. A 'Monolingual' Foreign Language Teacher: Kana-sensei's Initiative
Chapter 7. Pedagogies of Resistance, Peace Learning and Plurilingualism: Kana-sensei's Practice
Part 3. Plurilingual Potentials
Chapter 8. Imported Diversity? Plurilingual Assistant Language Teachers
Chapter 9. Beyond Native-Speakerism: ALTs as more than English Models
Conclusion: Implications for Teacher Training across Contexts
Appendices
References