Japanese teachers' attitudes towards incorporating CLT in the high school English language classroom: an ethnograpic study

Article

Bartlett, Kevin. 2016. "Japanese teachers' attitudes towards incorporating CLT in the high school English language classroom: an ethnograpic study." Kwansei Gakuin University Humanities Review. 21, pp. 93-104.
Article Title

Japanese teachers' attitudes towards incorporating CLT in the high school English language classroom: an ethnograpic study

Article CategoryArticle
Authors
AuthorBartlett, Kevin
Journal TitleKwansei Gakuin University Humanities Review
Journal Citation21, pp. 93-104
Number of Pages12
Year2016
Place of PublicationNishinomiya, Japan
Abstract

This article will examine the attitudes of Japanese teachers of English towards using CLT in high school English classroom. Results from an ethnographic study employing observations, short-answer questionnaires, semi-formal interviews and informal conversations that were conducted both prior and subsequent to CLT implementation (2010-2011; 2014-2015) at two high schools located in Kyushu, Japan, are analyzed. This paper will provide data for consideration by teachers, managers, and CLT researchers to further understand the concerns and fears that are evident, improve the teaching of English as a whole, and lead to further dialogue with teachers about teaching.

Keywordscommunicative language teaching, ethnography, EFL, Japan
ANZSRC Field of Research 2020390108. LOTE, ESL and TESOL curriculum and pedagogy
Public Notes

Author retains copyright of Published Version (open access journal).

Byline AffiliationsKwansei Gakuin University, Japan
Institution of OriginUniversity of Southern Queensland
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