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The Exchange of Power and Cultural Attitudes As Authentic Practice in Japanese EFL

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The Exchange of Power and Cultural Attitudes As Authentic Practice in Japanese EFL 1 The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces John Clayton Phase III Part C: Dissertation Submitted to Doctoral Program Committee: Dr. Virginia Gonzalez (Chair) Dr. Susan Watts-Taffe (Co-Chair) Dr. Annette Hemmings Dr. Mary Benedetti As a partial fulfillment of the requirements for the Doctor of Education Degree (Ed.D) in Literacy and Second Language Studies: TESL Specialization University of Cincinnati Spring, 2011 2 ABSTRACT: This is a study of how EFL teachers’ cultural and linguistic backgrounds and attitudes are articulated as authentic and powerful practices in pedagogical spaces (Presence.) Presence is defined using a poststructuralist framework as the production of meaningful interactions between teachers and students in classroom settings. Using a qualitative research design, three case studies of Japanese EFL teachers at a rural Japanese High School were used, collecting data on- site from interviews, observations, lesson plans, and school reports. The results showed Presence when teachers articulated authentic and powerful language pedagogy directly connected to their attitudes and cultural and linguistic backgrounds, and not simply through the automatic delivery of the prescribed lesson. Theoretically, results critically rethink EFL pedagogy; authentic language practice is a continuum of multiple, site-specific relationships demanding mutual intelligibility, not the application of a decontextualized curriculum. Educational implications offer evidence for integrating pedagogies of Presence into transformative EFL education classrooms. Key words: power, EFL, teacher education, classroom spaces, post-structuralism 3 4 Table of Contents Page Number Abstract 2 Report of Dissertation Study Chapter One: Purpose of the Study and Statement of the Research Problem Operational Definitions 10 Importance of the Study 16 Statement of the Problem 17 Theoretical Framework 19 Chapter Two: Research Objectives and Review of the Literature Research Objectives 21 Review of the Literature Background: Post-structuralism and the transformation of practice 22 Factors and Power in Classroom Practice and Spaces 24 Influence of Participant Attitudes on Pedagogical Spaces 27 Influence of Power on Pedagogical Spaces and Participant Attitudes 29 Pedagogy and the Importance of Practice 30 Classroom Presence 32 Chapter Three: Methodology Participants 43 Instruments 44 Procedure and Researcher’s Roles 48 Methodology of Data Analysis and Explanation 50 Limitations, Reflexivity, and Potential Bias 52 5 Validity and Reliability Measures 55 Chapter Four: Results and Discussion Introduction to Matsuoka 57 Matsuoka High School 61 First Research Objective: 65 Category A: Cultural and Linguistic Background 66 Category B: Motivations and Purposes for Teaching 76 Conclusions for First Research Question 80 Second Research Objective 84 Category A: Verbal Practices 87 Category B: Non-Verbal Practices 105 Category C: Spaces of Interaction 112 Conclusions for Second Research Question 116 Third Research Objective 121 Category A: Authentic Interactions 132 Category B: Presentification 140 Category C: Deixis 146 Conclusions for Third Research Question 152 Chapter Five: Implications, Conclusions and Recommendations Conclusions and Implications 163 Recommendations 171 Avenues for Further Research 175 References 177 6 Appendices A. Sample Semi-Structured Interview Guide 187 B. Sample Observation Chart 189 C. Complete Codings and Summary of Findings for Different Subjects 192 D. Samples of Data (Example Transcripts/Field Notes) 234 E: Glossary of Key Terms 253 F: Photographs of Matsuoka High School 254 7 List of Figures, Tables, and Illustrations Page Number Figure 1: Relationship of Attitudes to Power Follows page 20 Figure 2: Outline of Research Objectives, Instruments, and Categories Follows page 41 Figure 3: Layout of Matsuoka High School Follows page 113 Table 4.1: Factors Studied to Address First Research Objective 65 Table 4.1.b: Summary of Conclusions for the First Research Objective 83 Table 4.2: Factors Studied to Address Second Research Objective 84 Table 4.2.b: Summary of Conclusions for the Second Research Objective 120 Table 4.3: Factors Studied to Address Third Research Objective 121 Table 4.3.b: Summary of Conclusions for the Third Research Objective 160 Illustrations: Appendix F: Photographs of Matsuoka High School Follows page 256 8 Chapter One: Purpose of the Study and Statement of the Research Problem: Spaces, Systems, and Intelligibility As a classroom teacher since 2003, I often would spend hours planning a lesson, making activities, perhaps even doing research into teaching methods that had empirically sound evidence to support why or how that lesson should be useful. Trying it out in a real-time classroom, however, I often found myself surprised and confused why the lesson sometimes failed, why students sometimes completely misunderstood the directions, or why the finished product at the end of the lesson came out considerably different than I (or the researchers who designed the lesson with their sound methodology) had intended. Indeed, as a classroom teacher, so much of what actually happened in that real time, dynamic, hybrid classroom setting seemed mysterious, accidental, or unknown to me: a product perhaps just of individual differences, esoteric environmental factors, or some other hidden element simply impossible to determine. It was a mystery to me why some students did better than others, despite having similar achievement or proficiency levels, why some students appeared to enjoy the lesson while others appeared to hate it, even though they seemed to share similar interests and backgrounds, why some classrooms produced more demonstrable linguistic or learning outcomes despite having the same curriculum, textbook, or even teacher as the one next door or next period, or why one approach worked well on one day and not on another. All things being equal, I should have found similarity, therefore why was I continually finding such difference? Given the demands of a busy schedule and an ever-increasing stack of papers to grade or activities to plan, I found that these differences just became, over time, viewed as simply the challenges to be faced in any class, the product of a change in the barometric pressure, a full moon, that 5-to-10% chance of rain or storms present on any sunny day, or something towards which I’d simply have to accept as a 9 classroom teacher working with young people, to be lamented over extended coffee breaks in the Teacher’s Lounge. Quite simply put, the purpose of this dissertation research will be to challenge those assumptions and traditionally held attitudes about classroom pedagogy and account for those mysteries seemingly present in its margins. The study intends through a qualitative research methodology to increase the practical and theoretical understanding for teacher education into how individual pedagogical spaces are produced, deployed, and maintained in the English-as-a- Foreign-Language (EFL) classroom, spaces which will dictate quite literally the practices, teaching strategies, and linguistic outcomes that are possible therein. More specifically, it will be shown how these spaces are produced as self-structured and determined social systems (Luhmann, 1984), and how that production will also account for all of its practices, even those that seem mysterious or uncontrollable. Through this analysis, we will see that why and how things work and function in a classroom are less a product of chance than instead a product of real-time, hybrid, complex relationships that are produced and modified continuously between participants (Larsen-Freeman, 2008; Walkerdine, 1997). More than simply the physical location in which EFL teaching and learning will take place, instead pedagogical spaces for this study will be the multiple, dynamic, individually-created and deployed-in-real-time vehicles by which negotiations of meaning happen, always with and in relation to others (Bhabha, 1994; Gutierrez, 2008). It is in these spaces that classroom relationships will form, and where EFL linguistic outcomes (in whatever final form) will take place. My practical contribution to the field of EFL research will be to take away the mystery and the frustration teachers (like myself) had when, for example, I tried the same lesson with three different classrooms, two of which worked, and one of which fell completely flat. My 10 purpose will be to show that there are demonstrable, observable, and understandable factors present in the pedagogical space itself which account for these differences, and which can help classroom teachers become more attuned, flexible, and site-specific in their teaching practice. My theoretical contribution will be to illustrate how specific factors (cultural attitudes and power) interrelate with the real-time environment itself and foster the production of these spaces for the participants as self-determined systems, which will then dictate very clearly the types of pedagogy that become possible in those spaces. This will be accomplished by means of a reflexive ethnography of the classroom practices at a rural Japanese high school, with three close case-studies of the individual teachers there and their daily teaching schedules (Clifford, 1986) over the course of a full academic term of approximately three months. Operational Definitions This study will utilize multiple categories and terms in specific ways that require clear elaboration
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