Full Description
This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type in the Japanese context. These practices are grounded in depictions of the practitioners' personal and professional trajectories through explorations of their visual linguistic autobiographies. The holistic ethnography thus deepens understanding of plurilingualism in a hitherto underexplored context, and should be of interest to students and researchers of language teaching, teacher training, language policy, sociolinguistics and plurilingualism.
Contents
Acknowledgements
Danièle Moore: Foreword
Introduction: Monolingualism and Japan
Part 1. Monolingualism Colliding with Plurilingualism
Chapter 1. Foreign Language Education and Plurilingualism: Global and Local Trends
Chapter 2. Multimodal Polyethnography in Language Teaching Research
Chapter 3. Situating the Author: 'Wearing Both Pairs of Shoes'
Part 2. Plurilingual Practices and Perspectives
Chapter 4. From English-Only to Plurilingual Education: Yuki-sensei's Journey
Chapter 5. Making the Classroom Multilingual: Yuki-sensei's Practice
Chapter 6. A 'Monolingual' Foreign Language Teacher: Kana-sensei's Initiative
Chapter 7. Pedagogies of Resistance, Peace Learning and Plurilingualism: Kana-sensei's Practice
Part 3. Plurilingual Potentials
Chapter 8. Imported Diversity? Plurilingual Assistant Language Teachers
Chapter 9. Beyond Native-Speakerism: ALTs as more than English Models
Conclusion: Implications for Teacher Training across Contexts
Appendices
References
