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What is the JET program really doing?: A classroom-based analysis of the roles of teachers in Hokkaido.

机译：JET计划真正在做什么？：基于课堂的北海道教师角色分析。

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摘要

Currently, the complexity of concepts of globalization---taking place in a variety of ways in the local economic, cultural, and political flows, and in the notion of World Englishes--- has been widely discussed (Saxena & Omoniyi, 2010). With the recent interest in internationalization, one of the issues in research on English teaching is expected and/or perceived roles of native teachers and non-native teachers in English language classrooms (Braine, 1999). In order to meet demands of international trends, the Japan Exchange and Teaching Program (JET Program) was established by the Japanese government in 1987, and it has played an important role by importing "internationalization" into actual classrooms in an EFL country (McConnel, 2000).;Despite the long history of the JET program, very little research has been done on the program itself and related issues (e.g., McConnell, 2000; Miyazato, 2009; Fujimoto-Adamson, 2010). This study drew from a teacher-based perception of the Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) roles, and it illustrated how English teachers, including both JTEs and ALTs, act locally in the globalized/globalizing classroom while negotiating the governmental expectations for the JET program.;Following the examples set by ethnographic research conducted in language teaching environments (e.g., Watson-Gegeo, 1988; Canagarajah, 1999), classroom fieldworks were conducted at three high schools in Hokkaido from May to August in 2010. More specifically, this research employed multiple data sources: participant observation, audiotape recording, interviews and questionnaires, which delivered thick descriptions of concrete reports from these sources (Richards, 2003; Canagarajah, 2006; McKay, 2006) for investigating the grounded perspectives and the practice of the JTEs and ALTs in the classrooms.;The findings showed that the macro-level expected roles from the policies were not always directly projected onto the micro-level perceived roles, and there was emerging role at the micro-level as evident in the JTEs' role as guides to entrance examinations. In addition to this, through the classroom observations, this study revealed the perceived roles of JTEs and ALTs are negotiated in the classrooms in various ways. The JTEs sometimes played the perceived roles of ALTs and vice versa depending on the classroom pedagogical contexts, which were sometimes influenced on the power relationship between them.;Those findings of the negotiation of roles in the classrooms led to the conclusions that the power of JTEs and ALTs is not something those teachers have a priori, but was negotiated through the interactions of JTEs and ALTs in the actual classrooms. The notion of power is dynamically implicated by language practice, which will be dedicated to the future study of English classrooms in Japan. Also, this study will contribute to casting a light on potential improvements to the JET Program before their quarter-century anniversary.
机译：目前，已经广泛讨论了全球化概念的复杂性-以各种方式发生在当地经济，文化和政治潮流中以及世界英语的概念中-（Saxena＆Omoniyi，2010） 。随着近来对国际化的兴趣，英语教学研究中的一个问题被期望和/或感知到英语课堂中母语教师和非母语教师的作用（Braine，1999）。为了满足国际趋势的要求，日本政府于1987年成立了“日本交流与教学计划”（JET计划），该计划通过将“国际化”导入EFL国家的实际教室中发挥了重要作用（McConnel， （2000）；尽管JET计划的悠久历史，但对计划本身和相关问题的研究很少（例如McConnell，2000； Miyazato，2009； Fujimoto-Adamson，2010）。这项研究基于教师对日本英语教师（JTE）和辅助语言教师（ALT）角色的理解，并说明了英语教师，包括JTE和ALTs在谈判过程中如何在全球化/全球化教室中本地化根据政府对JET计划的期望。根据在语言教学环境中进行的人种学研究（例如，Watson-Gegeo，1988年； Canagarajah，1999年）树立的榜样，5月至8月在北海道的三所高中进行了课堂实地考察。 2010年。更具体地说，这项研究采用了多种数据来源：参与者观察，录音带录音，访谈和问卷调查，这些文献对这些来源的具体报告进行了详尽的描述（Richards，2003； Canagarajah，2006； McKay，2006），用于调查扎根的观点。 ；研究结果表明，宏观层面的预期作用来自于政策并非总是直接投射到微观层面的感知角色上，并且在微观层面上正在出现新的作用，正如JTEs作为入学考试指南的角色所证明的那样。除此之外，通过对课堂的观察，本研究揭示了在教室中以各种方式协商了JTE和ALT的感知角色。 JTE有时扮演ALT的角色，反之亦然，这取决于教室的教学环境，有时会影响它们之间的权力关系。；这些在教室中角色协商的发现得出结论，即JTE的权力ALT并不是那些老师具有先验知识的东西，而是通过JTE和ALT在实际教室中的互动来协商的。权力的概念与语言实践息息相关，语言实践将致力于日本日本英语教室的未来学习。而且，这项研究将有助于揭示JET计划25周年之前的潜在改进。

著录项

  • 作者

    Nakatsugawa, Masanobu.;

  • 作者单位

    Southern Illinois University at Carbondale.;

  • 授予单位 Southern Illinois University at Carbondale.;
  • 学科 Language Linguistics.;Education English as a Second Language.;Sociology Sociolinguistics.
  • 学位 M.A.
  • 年度 2011
  • 页码 142 p.
  • 总页数 142
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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