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Fostering Learners' Intercultural Communicative Competence, Criticality and Identity for Intercultural Citizenship Durham E-Theses A comparative study of English education in Japan: Fostering learners' intercultural communicative competence, criticality and identity for intercultural citizenship MORIYAMA, MIYUKI How to cite: MORIYAMA, MIYUKI (2019) A comparative study of English education in Japan: Fostering learners' intercultural communicative competence, criticality and identity for intercultural citizenship , Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/13201/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Abstract A comparative study of English education in Japan: Fostering learners’ intercultural communicative competence, criticality and identity for intercultural citizenship Miyuki Moriyama 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. 1 Title Page A comparative study of English education in Japan: Fostering learners’ intercultural communicative competence, criticality and identity for intercultural citizenship Miyuki Moriyama Submitted for the degree of Doctor of Philosophy School of Education Durham University April 2019 2 Table of Contents Abstract ........................................................................................................................ 1 Title Page ..................................................................................................................... 2 Table of Contents ......................................................................................................... 3 List of Tables ............................................................................................................... 9 List of Figures.............................................................................................................. 9 List of Appendices ....................................................................................................... 9 List of Abbreviations .................................................................................................. 11 Declaration ................................................................................................................ 12 Statement of Copyright............................................................................................. 13 Acknowledgements .................................................................................................... 14 Dedication .................................................................................................................. 15 Chapter 1 Introduction ............................................................................................. 16 1.1 Main issues on English teaching in Japan .................................................... 16 1.2 The purpose of this study ................................................................................ 19 1.3 Overviews of methodology .............................................................................. 22 1.4 Importance and originality of this study ....................................................... 23 1.5 Structure of the thesis ..................................................................................... 25 Chapter 2 Context of English Education in Japan ................................................. 28 2.1 Japan ................................................................................................................ 28 2.1.1 Overview of Japan .................................................................................... 28 2.1.2 Japanese language .................................................................................... 30 2.2 Educational system in Japan ......................................................................... 32 2.2.1 The Basic Act on Education and the School Education Law ................. 32 2.2.2 Course of Study .......................................................................................... 35 2.3 English education in Japan ............................................................................ 38 2.3.1 Historical overviews ................................................................................. 38 2.3.2 Changes in the aims of English education in the Courses of Study ..... 45 2.4 The position of English education in universities ......................................... 49 2.5 Debate on English education .......................................................................... 55 2.5.1 Discussion on the abolishment of English education ............................. 55 2.5.2 Criticism of English teaching .................................................................. 58 2.6 Conclusion ........................................................................................................ 61 Chapter 3 Review and Critical Analysis of Literature ........................................... 63 3 3.1 Japan’s ideology of internationalisation and globalisation .......................... 63 3.1.1 Internationalisation .................................................................................. 64 3.1.2 Globalisation ............................................................................................. 67 3.2 English teaching approach in globalised era ................................................. 69 3.2.1 Historical overviews on the relationship between language and culture ............................................................................................................................. 70 3.2.1.1 Grammar-Translation Method and Audio-Lingual Method ............ 70 3.2.1.2 Communicative Language Teaching ................................................. 71 3.2.2 Intercultural Communicative Language Teaching ................................ 76 3.2.2.1 The intercultural speaker .................................................................. 76 3.2.2.2 How to teach iCLT.............................................................................. 82 3.2.3 Summary ................................................................................................... 89 3.3 Intercultural communicative competence ..................................................... 89 3.3.1 Adaptation approach ................................................................................ 90 3.3.1.1 Ruben’s behavioural approach to intercultural competence ........... 91 3.3.1.2 Gudykunst and his colleagues’ attitudinal approach ...................... 92 3.3.1.3 Bennett’s model of intercultural sensitivity ..................................... 96 3.3.1.4 Matsumoto’s psychological approach ................................................ 99 3.3.1.5 Kim’s cross-cultural adaptation theory .......................................... 100 3.3.1.6 Discussion ......................................................................................... 104 3.3.2 Educational approach .............................................................................. 111 3.3.2.1 Fantini’s components of intercultural communicative competence .......................................................................................................................
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