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A. Holliday (2013)
1. ‘Native Speaker’ Teachers and Cultural Belief
Lai-wa To, Yuk-lan Chan, Yin Lam, Shuk-kuen Tsang (2011)
Reflections on a primary school teacher professional development programme on learning English through Process DramaResearch in Drama Education: The Journal of Applied Theatre and Performance, 16
Naoko Araki, Jody Raphael (2018)
Firing the Imagination: Process Drama as Pedagogy for ‘Melting’ EAP Speaking Anxiety and Increasing Japanese University Students’ Confidence in Speaking
J. Kincheloe, Peter McLaren, S. Steinberg, Lilia Monzo (2017)
Critical Pedagogy and Qualitative Research: Advancing the Bricolage
(2013)
Native-Speakerism in Japan
(2004)
Gakushuu shidou youryou kaitei no keii
(2011)
The revisions of the courses of study for elementary and secondary schools
(2012)
Elementary teachers' view on English teaching
Y. Wada (2017)
Internationalization of Education: Junjapa
Tomohisa Machida (2016)
Japanese Elementary School Teachers and English Language Anxiety.TESOL Journal, 7
Tomohisa Machida, Daniel Walsh (2015)
Implementing EFL policy reform in elementary schools in Japan: a case studyCurrent Issues in Language Planning, 16
J. Winston (2012)
Second Language Learning through Drama : Practical Techniques and Applications
(2004)
Shougakkou eigokatsudouno genzaikara kangaeru
Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.Design/methodology/approachThe study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.FindingsInitial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.Originality/valueThe study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.
Qualitative Research Journal – Emerald Publishing
Published: Aug 2, 2021
Keywords: Japan; Teacher agency; EFL; Drama pedagogy
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