TPCS 33: Language and Education in Japan and Europe

By Peter Broeder and Ken Hisamura (eds.)

Abstract

In February 2012, a tour of Europe was planned and organized by the Japan Association of College English Teachers (JACET) Special Interest Group (SIG) http://www.waseda.jp/assoc-jacetenedu/ on English language education. The objectives of the visit to academic institutions or schools in Holland and Germany this time were as follows:

(1) To examine how the Common European Framework of Reference for Languages (CEFR) has been contextualized in terms of systems, curricula or institutional syllabuses,
2) To explore how successfully generic portfolios (ELP) or customized variations thereof have been used at secondary-level institutions and in teacher training programs,
(3) To gain a better understanding of how content and language integrated learning (CLIL) has been implemented at schools,
(4) To explore how the concepts of pluriculturalism have been introduced in the classroom,
(5) To identify opportunities for collaborative research and build linkages with specialists overseas,
(6) To identify areas of good practices which can be realistically emulated in the Japanese institutional context.

This document includes a selection of the papers presented at the 2012 Japan-Netherlands Education Research Seminar that took place at Tilburg University (February 6-7, 2012).

First, Hisatake Jimbo presents an overview of JACET from its foundation to its 50th anniversary this year: objectives, practical activities, inter(national) affiliations and challenges ahead. Next, Ken Hisamura provides brief summaries of recent projects undertaken by the JACET Special Interest Group (SIG) on English Language Education.

Yoichi Kyota introduces issues concerning the development of professional competences of English language teachers in Japan. After discussing the 21st century reforms in English language education, he refers to the current trends in pre-service and in-service EFL teacher education policies. The contribution of Shien Sakai goes into a number of methodological problems in the Japanese EFL context. Sakai notes that the Grammar-Translation Method is rooted in Japan despite significant drawbacks, and he brings to the surface certain reasons why Communicative Language Teaching has not been popular.

Peter Broeder & Carel van Wijk discuss some of the attempts that have been made to cope with the educational challenges set by the growing language diversity in Europe: the CEFR and the ELP. Jan Blommaert goes into the use of language in globalization and into the presence of lookalike language.

Finally, Peter Broeder & Mia Stokmans elaborate on the notion of the teacher as a reflective practitioner. Teachers’ professional roles and required competences are discussed. This results in a trellis with 16 competence domains. The trellis is explained for the topic of language management.

We sincerely hope that this document will help you identify areas of complementarity in respective research agendas which will lead to collaborative scholarly projects.

How to quote (APA):  Broeder, P., & Hisamura, K. (2012). Language and Education in Japan and Europe: Proceedings of the 2012 Japan - Netherlands Education Research Seminar. (Tilburg Papers in Culture Studies; No. 33).

Read the full working paper here: Language and Education in Japan and Europe: Proceedings of the 2012 Japan - Netherlands Education Research Seminar.