Teacher beliefs and practice: Native Japanese-speaker teachers in a tertiary English speaking environment

Teaching a foreign language is a context in which multiple languages and linguistic identities come into play. For the teacher, these may involve their native language, the target language, and the language of instruction.... [ view full abstract ]

Teaching a foreign language is a context in which multiple languages and linguistic identities come into play. For the teacher, these may involve their native language, the target language, and the language of instruction. Those who are teaching outside their country of origin may be less than completely fluent not only in the language of instruction but also in the cultural and educational values of the local context. Particularly in ESL situations the advantages and challenges of nativeness vs. non-nativeness in the target language have been much debated, but study of non-native teachers' linguistic identity in the language of instruction has been neglected. In the field of Japanese as a foreign language (JFL), Takagi and Sato (2006) briefly discuss how linguistic proficiency in the local language, and international aptitudes are valued among JFL teachers practising overseas. No studies so far, however, have examined in depth the relevance of proficiency in the local language of instruction to the identity, beliefs, and practices of native JFL teachers in overseas environments. Drawing on an online questionnaire and follow-up interviews with 20 native JFL teachers in New Zealand and Australian universities, this study elucidates the beliefs and practices of those teaching Japanese as a foreign language where the Western academic culture expects a high level of intellectual exploration and interaction in teaching and learning. Specifically, the study reveals (1) whether or not and how non-nativeness in English influences or challenges teaching, and (2) how teachers negotiate in this context between nativeness in the target language and non-nativeness in the language of instruction. It is hoped that the findings of this study will stimulate dialogue on the role and effect of the language of instruction on linguistic identity in similar language teaching situations.

Takagi, Y. and Sato, A. (2006) Factors that influence practical skills expected of JFL teachers: comparison between Japan and overseas. The Faculty of Humanities and Social Sciences of Jissen Women’s University Annual Report of Studies, 2. 41-60.