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English language learning in the Japanese higher education sector: Towards internationalisation

Whitsed, C. and Wright, P. (2013) English language learning in the Japanese higher education sector: Towards internationalisation. Intercultural Education, 24 (3). pp. 222-236.

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Link to Published Version: http://dx.doi.org/10.1080/14675986.2013.793033
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Abstract

The graduate attribute ‘global competence’ is increasingly viewed as a significant learning outcome of a tertiary education. In Japanese higher education, global competence appears to be a lesser priority despite Japan becoming increasingly pluralistic. This article explores how adjunct foreign English language teachers (AFELT) encourage global competency in their classes. Data were drawn from 43 participants across 66 Japanese universities through focus groups and interviews. The research revealed that the positionality of AFELT on the margins institutionally had both affordances and constraints. First, being on the margins meant that AFELT had significantly lower status both institutionally and in students’ eyes, and AFELT were consequently constrained by these views. Second however, and paradoxically, distance from university hegemonic practices also provided affordances for AFELT in disrupting them. AFELT highlight that their pedagogical practices, while constrained, are both subversive and necessary in achieving students’ intercultural and global competencies.

Publication Type: Journal Article
Murdoch Affiliation: Teaching and Learning Centre
School of Education
Publisher: Taylor & Francis
Copyright: 2013 Taylor & Francis
URI: http://researchrepository.murdoch.edu.au/id/eprint/16593
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