Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning

by Gregory Glasgow

Overview

The overall purpose of this volume is to initiate important conversations on race, language, and multiculturalism and how they currently inform pedagogical practice in English Language Teaching (ELT) in Japan. The editor and contributors explore the issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to take similar action.

In ELT, problematic discourses regarding the notion of the “ownership of English” and the ‘idealized speaker of English’ linger due to the dichotomy between so-called ‘non-native’ English speaking teachers (NNESTs) and ‘native’ English-speaking teachers (NESTs) — a dichotomy that unfortunately intersects with views of ethnoracial and cultural difference. These discourses influence pedagogical practices, educational cultures and social structures in educational institutions, thereby enhancing or constraining teacher and learner identities. More than ever, in our field, we need to establish pedagogical practices that can promote intercultural awareness, raise appreciation for diversity, and dismantle inequities.

Product Details

BN ID:	2940166040718
Publisher:	Candlin & Mynard ePublishing Limited
Publication date:	02/15/2023
Sold by:	Smashwords
Format:	eBook
File size:	4 MB

About the Author

Gregory Paul Glasgow holds a Ph.D. in Applied Linguistics from the University of Queensland, Australia, and he is currently an Associate Professor at Kanda University of International Studies in Chiba Prefecture. He co-edited the volumes Agency in Language Policy and Planning: Critical Inquiries and Researching Agency in Language Policy and Planning (with Jeremie Bouchard), published by Routledge. His research draws on critical applied linguistics and social theory to examine issues in language-in-education policy, language management, and the politics of Global Englishes in TESOL. Dr. Glasgow is also interested in second language teacher education (SLTE), and ELT practices that promote multiculturalism, equity, intercultural awareness, and social justice.