| Project/Area Number |
19K23084
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Multi-year Fund |
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| Review Section |
0102:Literature, linguistics, and related fields
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| Research Institution | Toyo University |
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Principal Investigator |
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| Project Period (FY) |
2019-08-30 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2020: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2019: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | English teacher identity / Translanguaging / Ideology / Emotion / Linguistic Ethnography / Anxiety / Sociolinguistics / Native speakerism |
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| Outline of Research at the Start |
This research aims to examine how ideology and emotion impact "native speaker" English teachers decisions to use or not use students' L1 in the classroom. I hope to widen the debate around the use and effectiveness of language policies, which will be useful for individual teachers and policy makers.
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| Outline of Final Research Achievements |
The research results show that beliefs and ideologies that take a traditional view of monolingual language use in the classroom by "native speaker" teachers acts as a barrier to making effective use of students' first language and impacted on the emotions and identities of teachers. Ideologies of “English only” often began in initial teacher training programmes and was then continued in workplaces with English-only policies. Once embedded, this mindset was difficult to change, even when teachers were ideologically and intellectually opposed to such policies. In addition to this, negative emotions of embarrassment and a fear of losing authority as a language teacher also greatly impeded the participants willingness and ability to make use of their Japanese language skills in the classroom.
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| Academic Significance and Societal Importance of the Research Achievements |
学術的な影響という点では、日本の大学の授業において、「母語話者」の教師が多言語主義やトランスランゲージングをもっと理解し、受け入れる必要があることが指摘された。現在、「母語話者」教師が教える範囲は限定されており、彼らの多言語アイデンティティは否定されています。そのため、生徒とより深い関係を築くことができない。本研究で得られた知見は、日本語を母語としない人々が、教室で日本語を使う正当な者として、より広い社会で受け入れられる必要があることを示している。このような現状は、長年日本に滞在している外国人教師が、日本社会の一員であることを示すことに限界がある。
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