Associated with an important epistemological shift from language proficiency to language criticality in applied linguistic research, this book provides a sociological perspective on foreign language education in Japan. By employing ethnographic methods to investigate the relationship between three core analytical elements foreign language education geared towards the development of learners' intercultural communicative competence; nihonjinron and native-speakerism as potentially constraining ideological forces; and EFL practices observed at four Japanese junior high schools the author not only shares valuable insights into how English is taught and learned in a stratum of the Japanese EFL system which has received limited attention from researchers over the years, but also clarifies the fundamental and complex changes currently taking place in the Japanese EFL landscape.

This multi-faceted book also calls for greater consideration in postmodern ideology critique for the stratified nature of social processes as well as the material conditions and underlying generative mechanisms involved in the production and consumption of (including resistance to) ideological discourse. Accordingly, it outlines several challenges shaping ideology research in educational settings, and responds by developing a realist-oriented theoretical and methodological approach to address these challenges. This book serves as a unique point of reference for the study of parallel nationalist discourses embedded in foreign language education systems around the world.

Provides rich ethnographic accounts of an under-researched stratum of the Japanese EFL system Offers nuanced analyses of ideological discourses and practices embedded in Japanese foreign language education Looks beyond the simple task of reading off ideology from spoken and written texts, towards an exploration of the relative importance of ideology to pedagogical discourse and practice Further refines existing theory and practice in the fields of applied linguistics and ideology research Serves as a point of reference for the study of parallel nationalist discourses embedded in foreign language education systems around the world Includes supplementary material: sn.pub/extras

Autorentext

Jeremie Bouchard holds a PhD in English Literature from the University of Birmingham, UK and is currently a member of the Faculty of Humanities at Hokkai Gakuen University, Sapporo, Japan. His research centres on the sociological aspects of EFL education in Japanese secondary schools, notably how observed educational processes emerge from the complex mediation between cultural, structural and agentive forces.

Klappentext

1 Exploring the Japanese EFL classroom.- 2 ICC, Nihonjinron and Native-Speakerism.- 3 Theoretical groundwork.- 4 Methodological groundwork.- 5 Nihonjinron, native-speakerism and recent MEXT policies on EFL education.- 6 Nihonjinron, native-speakerism and EFL classroom discourse and practice.- 7 Summary of research and implications for ICC education in JHS.- 8 Conclusion.

Inhalt
1 Exploring the Japanese EFL classroom.- 2 ICC, Nihonjinron and Native-Speakerism.- 3 Theoretical groundwork.- 4 Methodological groundwork.- 5 Nihonjinron , native-speakerism and recent MEXT policies on EFL education.- 6 Nihonjinron , native-speakerism and EFL classroom discourse and practice.- 7 Summary of research and implications for ICC education in JHS.- 8 Conclusion.