The divide between policy and practice in EFL high school classrooms in Japan

Article

Bartlett, Kevin Alan. 2017. "The divide between policy and practice in EFL high school classrooms in Japan." People: International Journal of Social Sciences. 3 (3), pp. 198-217. https://doi.org/10.20319/pijss.2017.32.198217
Article Title

The divide between policy and practice in EFL high school classrooms in Japan

Article CategoryArticle
Authors
AuthorBartlett, Kevin Alan
Journal TitlePeople: International Journal of Social Sciences
Journal Citation3 (3), pp. 198-217
Number of Pages20
Year2017
Place of PublicationSingapore
Digital Object Identifier (DOI)https://doi.org/10.20319/pijss.2017.32.198217
Web Address (URL)https://grdspublishing.org/index.php/people/article/view/855/758
Abstract

This paper examines the current high school English Language curriculum guidelines established by the Ministry of Education, Culture, Sport, Science and Technology (MEXT) in Japan, and the teaching approaches that are most prevalent in Japanese high school EFL classrooms by examining the implementation of the curriculum in the classroom. Results obtained from surveys, semi-formal interviews and informal conversations with English Language teachers at high schools in Kyushu and Hyogo,Japan, provide an overview of teaching styles and practices in classrooms, which differ to the approaches recommended by policy. Based on the evidence, the paper will explore what cultural and organizational factors are hindering the incorporation of Communicative Language Teaching (CLT) approaches in the classroom by using a conceptual framework based on Hofstede's Large Culture.

KeywordsCLT in Japan, curriculum implementation, teacher practice, organizational hierarchy
ANZSRC Field of Research 2020390108. LOTE, ESL and TESOL curriculum and pedagogy
Byline AffiliationsKwansei Gakuin University, Japan
Institution of OriginUniversity of Southern Queensland
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