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El. knyga: Ideology, Agency, and Intercultural Communicative Competence: A Stratified Look into EFL Education in Japan

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Associated with an important epistemological shift from language proficiency to language criticality in applied linguistic research, this book provides a sociological perspective on foreign language education in Japan. By employing ethnographic methods to investigate the relationship between three core analytical elements – foreign language education geared towards the development of learners’ intercultural communicative competence; nihonjinron and native-speakerism as potentially constraining ideological forces; and EFL practices observed at four Japanese junior high schools – the author not only shares valuable insights into how English is taught and learned in a stratum of the Japanese EFL system which has received limited attention from researchers over the years, but also clarifies the fundamental and complex changes currently taking place in the Japanese EFL landscape. 

This multi-faceted book also calls for greater consideration in postmodern ideology critique for the stratified nature of social processes as well as the material conditions and underlying generative mechanisms involved in the production and consumption of (including resistance to) ideological discourse. Accordingly, it outlines several challenges shaping ideology research in educational settings, and responds by developing a realist-oriented theoretical and methodological approach to address these challenges. This book serves as a unique point of reference for the study of parallel nationalist discourses embedded in foreign language education systems around the world.


1 Exploring the Japanese EFL Classroom
1(18)
1.1 Japanese EFL Education: A Historical Sketch
1(3)
1.2 The Language Classroom: Discourse, Socialization, and Power
4(4)
1.3 The Foreign Language Classroom
8(1)
1.4 Japanese JHS
9(1)
1.5 Public and Private JHS
10(1)
1.6 Japanese JHS English Classrooms
11(2)
1.7 Japanese JHS English Teachers
13(1)
1.8 EFL Students in Japanese JHS
14(5)
References
16(3)
2 ICC, Nihonjinron and Native-Speakerism
19(52)
2.1 Intercultural Communicative Competence (ICC)
19(2)
2.2 ICC-Oriented EFL Education
21(3)
2.3 Requirements for an ICC Model Suited to EFL Education in JHS
24(5)
2.4 Towards an ICC Model for Japanese JHS Education
29(5)
2.5 The ICC Model
34(3)
2.6 Exploring Nihonjinron
37(17)
2.6.1 The General Content of Nihonjinron
37(2)
2.6.2 Nihonjinron as Cultural/Ethnic Nationalism
39(1)
2.6.3 The Emergence of Nihonjinron in and Outside Japan
40(2)
2.6.4 Consumption of and Support for Nihonjinron
42(3)
2.6.5 Themes in the Critiques of Nihonjinron
45(5)
2.6.6 Two Conceptual Problems in the Nihonjinron Critiques
50(4)
2.7 Exploring Native-Speakerism
54(5)
2.8 Conceptual Links Between Nihonjinron and Native-Speakerism
59(3)
2.9 Nihonjinron and Native-Speakerism as Hurdles in the Development of ICC
62(9)
References
63(8)
3 Theoretical Groundwork
71(50)
3.1 Ideology and Hegemony
72(2)
3.2 Ideology Critique
74(3)
3.3 A Stratified Approach to Ideology Critique
77(1)
3.4 Structure and Culture
78(2)
3.5 Problematic Conceptualizations of Culture
80(8)
3.6 A Realist Conceptualization of Culture
88(3)
3.7 Agency
91(3)
3.8 Conceptual Tensions in Postmodern Ideology Critique
94(6)
3.9 The Internal Conversation Mediating Agency, Culture, and Structure
100(3)
3.10 From Habitus to the Internal Conversation
103(3)
3.11 Reflexivity, Agentive Involvement, and Modus Vivendi
106(2)
3.12 Four Modes of Internal Conversations
108(5)
3.12.1 Communicative Reflexivity
108(2)
3.12.2 Autonomous Reflexivity
110(1)
3.12.3 Meta-reflexivity
111(1)
3.12.4 Fractured Reflexivity
112(1)
3.13 Modes of Reflexivity and Ideology
113(8)
References
118(3)
4 Methodological Groundwork
121(38)
4.1 CDA and the Study of Ideology in Written Text
122(6)
4.2 CCDA and the Study of Ideology in Spoken Text
128(7)
4.2.1 Functional CCDA
128(2)
4.2.2 Post-structuralist CCDA
130(2)
4.2.3 Micro-ethnographic CCDA
132(3)
4.3 Linguistic Ethnography
135(2)
4.4 A Realist Approach to CCDA
137(1)
4.5 Data Collection
138(7)
4.5.1 Types of Data
140(5)
4.6 Data Analysis
145(6)
4.6.1 Data Selection
146(1)
4.6.2 Data Transcription
147(1)
4.6.3 Linking Data Segments Within and Across Data Sources
148(1)
4.6.4 Translation
149(2)
4.7 Reflexivity
151(8)
References
154(5)
5 Nihonjinron, Native-Speakerism, and Recent MEXT Policies on EFL Education
159(50)
5.1 MEXT Policies on EFL Education as Structural Elements
160(2)
5.2 Japanese Government Policies on EFL Education Over the Past Four Decades
162(1)
5.3 The MEXT Plan of 2003
163(1)
5.4 School Administrators and Teachers' Reception of the Plan
164(3)
5.5 Apparent Impact of the Plan on EFL Classroom Practice
167(1)
5.6 Criticisms of the Plan as Impractical
168(3)
5.7 Criticisms of the Plan as Ideological
171(3)
5.8 Problems with the Criticisms of the Plan
174(3)
5.9 Nihonjinron and Native-Speakerism in EFL Education Policy
177(1)
5.10 Section 9 and the Five Proposals
177(22)
5.10.1 Thematic Analysis of Section 9 and the Five Proposals
179(11)
5.10.2 Linguistic Analysis of Section 9 and the Five Proposals
190(7)
5.10.3 MEXT Policy Discourse and Second-Language Acquisition Theory
197(2)
5.11 Summary
199(10)
References
203(6)
6 Nihonjinron, Native-Speakerism, and EFL Classroom Discourse and Practice
209(118)
6.1 Research Settings
210(5)
6.2 The Study
215(112)
6.2.1 Dominant Features in the Data
215(36)
6.2.2 Perspectives Toward EFL Education Held by Teachers and Students
251(14)
6.2.3 Explicit References to the Nihonjinron Discourse
265(20)
6.2.4 Explicit References to Native-Speakerism
285(8)
6.2.5 Contradicting Nihonjinron and Native-Speakerism
293(6)
6.2.6 Links Between Nihonjinron, Native-Speakerism, and Observed Practices
299(21)
6.2.7 Influences Outside the Classroom
320(1)
References
321(6)
7 Summary of Research and Implications for ICC Education in JHS
327(28)
7.1 Revisiting Both Ideologies
337(4)
7.2 Implications for the Critical Work on Nihonjinron and Native-Speakerism
341(3)
7.3 Moving Beyond Nihonjinron and Native-Speakerism
344(4)
7.4 Moving Towards ICC-Oriented EFL Education
348(7)
References
353(2)
Conclusion 355(8)
Index 363
Jeremie Bouchard holds a PhD in English Literature from the University of Birmingham, UK and is currently a member of the Faculty of Humanities at Hokkai Gakuen University, Sapporo, Japan. His research centres on the sociological aspects of EFL education in Japanese secondary schools, notably how observed educational processes emerge from the complex mediation between cultural, structural and agentive forces.
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