Creating Space for World Englishes Perspectives in the ELT Classroom: Voices of High School Students in Japan

R. Aoyama, L. Denton
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引用次数: 2

Abstract

This paper reports on teacher research which explored the practicality and potential of World Englishes (WE)-informed pedagogy in the Japanese secondary education context. Based on qualitative data from written reflections and post-unit individual interviews with seven high school students in Japan, this paper presents students’ perceptions of the English language, their learning of it, and its use, detailing the impact the instructional unit had on these students. The data showed that the unit enabled the students to critically reflect on ideologies surrounding the English language, heightening their awareness of the multiplicity and complexity of its use and users. In addition, increased desire to learn about different Englishes and improved perceptions toward students’ own English were observed. The data also revealed an unexpected effect on one student’s perception toward English, implying that the instructional unit might have stressed the significance and power of English over other languages. Drawing from these findings, pedagogical implications as well as future directions for English language education are discussed.
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在英语教学课堂中为世界英语视角创造空间:日本高中生的声音
本文报道了一项教师研究,探讨了世界英语教学法在日本中等教育背景下的实用性和潜力。基于对七名日本高中生的书面反思和课后个人访谈的定性数据,本文展示了学生对英语的看法,他们对英语的学习和使用,详细说明了教学单元对这些学生的影响。数据显示,该单元使学生能够批判性地反思围绕英语语言的意识形态,提高他们对英语使用和使用者的多样性和复杂性的认识。此外,我们还观察到学生学习不同英语的愿望有所增加,对自己的英语水平也有所提高。数据还揭示了对一个学生对英语的看法的意想不到的影响,这意味着教学单位可能强调了英语比其他语言的重要性和力量。根据这些发现,本文讨论了英语语言教育的教学意义以及未来的发展方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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