Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.783392
Title: A comparative study of English education in Japan : fostering learners' intercultural communicative competence, criticality and identity for intercultural citizenship
Author: Moriyama, Miyuki
ISNI:       0000 0004 7968 9823
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2019
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Abstract:
Foreign language teaching should be educational and contribute to learners' full development of personality (Byram, 2008). However, English teaching in Japan has tended to focus on language skills of listening, speaking, reading and writing. In the recent policy of global human resource (global jinzai) development, English teaching is expected to improve the language skills for international communication although other abilities required of global jinzai can be fostered through English teaching. The purpose of this study is to explore and understand how global jinzai can be promoted through an English class in Japan. To achieve this goal, I examined (1) what is the policy in Japan for the teaching of English with specific reference to 'global jinzai' and how it is implemented and (2) what policy and practice might be developed. Based on my research paradigm, that is, subjective and constructivist ontology and interpretive epistemology, I conducted an ethnographic case study in English courses at a university in Japan to collect mainly qualitative data through observations, interviews, questionnaires, teaching materials, policy documents and audio-visual materials. I used a comparative education approach to understand better a case in Japan and conducted another case study in Spanish classes focusing on intercultural citizenship at a university in England. I used comparative education and thematic analysis as data analysis approaches. One of significant findings from this study is that foreign language education can develop not only language skills but also intercultural communicative competence, criticality and identity for intercultural citizenship, which are educational outcomes of foreign language teaching. If this study can shift teachers' attentions from language skills only to educational dimensions, this will be a significant contribution to foreign language education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.783392  DOI: Not available
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