Diversity Matters: Japan's Domestic Diversity and the Role of English Language Teaching

Autor/in	Yamada, Mieko
Titel	Diversity Matters: Japan's Domestic Diversity and the Role of English Language Teaching
Quelle	In: Critical Inquiry in Language Studies, 10 (2013) 3, S.215-241 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2013.816828
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Surveys; Intercultural Communication; Second Language Instruction; Cultural Background; Cultural Differences; Role; Cultural Pluralism; Racial Differences; Ethnicity; Textbooks; Content Analysis; Relevance (Education); Minority Groups; Language Usage; Undergraduate Students; Student Attitudes; Language Attitudes; Global Approach; Official Languages; Semi Structured Interviews; Japan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Interkulturelle Kommunikation; Fremdsprachenunterricht; Kultureller Unterschied; Rollen; Kulturpluralismus; Rassenunterschied; Ethnizität; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Relevance; Relevanz; Ethnische Minderheit; Sprachgebrauch; Schülerverhalten; Sprachverhalten; Globales Denken; Office language; Amtssprache
Abstract	This article investigates how Japanese university students perceive Japan's domestic diversity and understand the role of English within that context. Surveys and interviews with Japanese students reveal how they reflect on their own experiences with diversity in their past English as a Foreign Language (EFL) classes and also help to explore the role of English teaching/learning in multicultural Japan. Insufficient attention to domestic diversity may mislead EFL learners when they encounter their English interlocutors with different cultural and linguistic backgrounds because this misunderstanding can create prejudices about English speakers and may reproduce a racial/ethnic and linguistic hierarchy. Drawing on the survey and interview results, this article suggests possible strategies for promoting successful intercultural communication through English and teaching English as a global language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10