Japanese English Learners’ Perceptions of Filipino Teachers’ Online English Lessons: Implications for Global Englishes Research

RELC Journal ◽  
2021 ◽  
pp. 003368822110616
Author(s):  
Yoko Kobayashi
Keyword(s):  
English Learners ◽  
Research And Practice ◽  
English Classrooms ◽  
English Classes ◽  
Concurrent Study ◽  
English Speaking ◽  
Native English Speaking Teachers ◽  
Japanese Learners ◽  
Japanese English ◽  
Filipino Teachers

Situated in the domain of Global Englishes research, this study explores a question of how far the issue of the English model for Japanese learners is complicated by the hierarchical coexistence of regular English courses taught by Anglophone English teachers and extracurricular online English lessons taught by non-Anglophone instructors. A questionnaire survey was administered to 100 Japanese English learners aged 18–34 who have taken such lessons. This study provides both hopeful and challenging suggestions for Global Englishes research and practice, that is, Japanese English learners’ favourable perceptions of Filipino teachers’ affordable and flexible lessons that, they believe, would not interfere with their subsequent or concurrent study of ‘real’ English taught by native Anglophone teachers. This study indicates future directions of research and practice regarding the legitimate positioning of in-class or online English classes taught by Association of Southeast Asian Nations and other non-native English-speaking teachers in East Asian English classrooms that remain bound by native English norms.

On the nature of morphological awareness in Japanese–English bilingual children: A cross-linguistic perspective

2012 ◽  
Vol 16 (1) ◽  
pp. 49-67 ◽  
Author(s):  
YUKO HAYASHI ◽  
VICTORIA A. MURPHY
Keyword(s):  
English Learners ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Bilingual Children ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Japanese Learners ◽  
Reciprocal Transfer ◽  
Japanese English

While morphological awareness has received much attention to date, little is understood about how morphological awareness develops within bilingual children learning typologically different languages. Therefore, we investigated children's knowledge of inflections and derivations in Japanese and English, and also asked whether morphological awareness in one language predicted morphological awareness in the other. To that end, 24 Japanese learners of L2 English (ESL) and 21 English learners of Japanese as a heritage language (JHL) were recruited and participated in a range of tasks assessing both vocabulary and morphological knowledge. Cross-linguistic contributions of morphological awareness were identified in both directions (Japanese ↔ English), after controlling for age, IQ, and vocabulary knowledge. This bidirectional transfer was, however, identified only in the ESL group. The group-specific and reciprocal transfer observed is discussed in terms of morphological complexities and relative competence in each language. The potential role of different types of L2 instruction in morphological development is also discussed.

scholarly journals The Effect of Teacher’s Corrective Feedback Through Online Conferencing on Elementary Students’ English-Speaking Confidence

STEM Journal ◽  
2021 ◽  
Vol 22 (3) ◽  
pp. 59-77
Author(s):  
Yun Hui Jo ◽  
Yun Joo Park
Keyword(s):  
Elementary Students ◽  
English Learners ◽  
Corrective Feedback ◽  
Target Language ◽  
English Classes ◽  
English Speaking ◽  
Conversational Interactions ◽  
Speaking Confidence ◽  
In The Beginning ◽  
Teacher Data

The purpose of this study is to investigate the effect of teacher's corrective feedback through online conferencing on elementary students' English-speaking confidence. This study was conducted for 4 months from August to December 2020. There were 6 participants, aged 8 to 13 enrolled in a private education institute where they attended English classes using mobile devices. During this case study, the students were asked to use English, learners’ target language when interacting with their teacher. When learners struggled to understand the teacher’s English instructions, the teacher guided them in Korean. All the classes were video-recorded and transcribed by the teacher. Data were analyzed in order to examine the progress of participants’ voluntary English production stimulated by having conversational interactions with the teacher. The findings were as follows. First, participants’ anxiety level was high in the beginning. Second, they were able to speak English words, give their opinions in English, and join the conversation in English with the teacher. Lastly, feedback from the teacher through conversational interactions helped learners understand how to speak in English better and build up confidence. As a result, it is necessary to interact with the teachers and peers using learners’ target language to improve English communication skills.

Acts of Identity: Typical and New English Learners

2011 ◽  
Vol 35 (4) ◽  
pp. 8
Author(s):  
Laurel Kamada
Keyword(s):  
English Learners ◽  
English Learning ◽  
School Subject ◽  
Japanese Children ◽  
Cultural Symbol ◽  
English Classes ◽  
Japanese Learners ◽  
Changing Role ◽  
Double Minority

This plenary explores the notion of ‘English as an ideology’ in Japan rather than just as a means of communication or a school subject, where local English usagefunctions as a cultural symbol of globalization. Emerging notions of English learning/usage in Japan as acts of identity highlight the changing role of English. I examine the construction and deconstruction of English, not only of typical Japanese learners/users of English, but also of a new growing sector of atypical Japanese nationals from families of mixed-parentage (Japanese and non-Japanese) who stake claim to diverse ethnicities. How do half/double (minority Japanese) perform “acts of Englishing” whileresisting, altering or celebrating their multiethnic, multilinguistic identities? What ideologies/stereotypes do typical (majority Japanese) children take to elementary school English classes with them? How do they construct/perform identities of themselves as Japanese, and images of non-Japanese-looking people in Japan? 本講演では、単なるコミュニケーションの手段や学校の教科としての英語というよりは、日本における「イデオロギーとしての英語」の概念について検討する。というのは、日本における英語の使用は、グローバリゼーションの文化的な象徴として機能しているからである。最近、日本では、英語の学習や使用は、acts of identity (アイデンティティー活動)という概念として把握されつつあるが、これは英語の役割が変わってきていることを浮き彫りにしている。私はここで、「典型的な」日本人の英語学習者・使用者だけでなく、最近その数が増加している「非典型的な」（日本人と非日本人の）多様な民族の特徴を持つ両親の下で育った日本国籍保持者による英語の構築と脱構築について検討する。（少数派の日本人である）「ハーフ」「ダブル」は、彼らが持つ多民族や多言語のアイデンティティーに抵抗したり、修正を加えたり、あるいは享受しながら、どのようにacts of Englishing (英語の言語活動)を実践するのだろうか。「典型的な」（多数派の日本人の）子どもたちは、小学校の英語の授業に、どんなイデオロギー・ステレオタイプを持ちこむのだろうか。また、彼らは、日本人としての彼ら自身のアイデンティティーや、日本に暮らす日本人に見えない人々のイメージとしてのアイデンティティーを、どのように作り上げ、実践するのだろうか。

scholarly journals Obstacles to Japanese membership in the imagined global community of English users

2013 ◽  
Vol 37 (5) ◽  
pp. 39 ◽  
Author(s):  
Mark Fifer
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Abstract Concept ◽  
Global Community ◽  
Japanese University ◽  
Japanese Students ◽  
The People ◽  
English Speaking ◽  
Japanese English ◽  
Japanese Translation

Although Japanese English learners are well aware of the potential of English as a means to communicate with the world, this remains an abstract concept for most, who have limited English interaction outside the classroom and continue to associate the language primarily with the people and cultures of traditionally English-speaking countries. Japanese university students, furthermore, tend to have less experience with international online English communication than their counterparts in many other countries. In this article, the author discusses several factors that contribute to the difficulty many Japanese students have conceptualizing themselves as members of an imagined global community of English users: the Japanese discourses of Nihonjinron and kokusaika, the Japanese translation and publishing industries, and a preference for domestic social networking websites. He concludes by advocating increased employment of international Internet exchange projects in Japanese English as a foreign language (EFL) classrooms as the best hope for facilitating membership in the imagined global community of English users. 日本人の英語学習者たちは、世界中の人々とのコミュニケーションをとる手段としての英語の可能性をよく理解しているが、教室以外で英語を使用することがあまりなく、多くの人々は英語を主に伝統的な英語圏の国の人々や文化に連想づけ、英語は抽象的な概念にとどまっている。さらに、日本の大学生は他の多くの国の大学生より英語による国際的なオンラインコミュニケーションをした経験が少ない傾向にある。本論では、多くの日本人に英語ユーザーとして自分自身を仮想国際社会の一員と見ることを難しくしているいくつかの要因を述べる。（例えば、日本人論と国際化という日本語の言説、日本の翻訳、出版業界、日本国内のソーシャルネットワーキングサイトを好む傾向など。）国際的なインターネット交流プロジェクトは、日本のEFLクラスで使用することによって日本人の英語ユーザーが仮想国際社会の一員となりうる最善の希望的方法であると締めくくる。

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