Written by leading English language educators in Japan, this Handbook provides an in-depth guide for the new generation of teachers at Japanese universities. In clear accessible prose, it offers practical and detailed advice on effective classroom pedagogy, student motivation, learning styles, classroom culture, national language policy, career opportunities, departmental politics, administrative mindset, and institutional identity. Its four sections The Setting, The Courses, The Classroom, and The Workplace examine issues faced by university language teachers as well as challenges confronted by the increasing number of scholars teaching English as a Medium of instruction (EMI) and Content and Language Integrated Learning (CLIL) courses. Firmly grounded in contemporary teaching method and theory, the Handbooks 23 chapters also acknowledge the influence of diverse movements such as World Englishes, global issues, gender, and positive psychology. Its three appendices contain information on organizations, books, journals, and websites particularly useful for Japanese university educators; explanation of types and rankings of schools; ways to learn more about individual institutions for job-hunting; and detailed information on the structure (and Japanese titles) of faculty and non-teaching staff at the typical university. This Handbook is an invaluable resource to anyone teaching, or aspiring to teach, at a Japanese university.
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viii | |
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ix | |
| Advice to foreign teachers at Japanese universities |
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xvii | |
| Foreword |
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xviii | |
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| Acknowledgements |
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xxiii | |
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1 | (40) |
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1 The landscape of Japanese higher education: an introduction |
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3 | (8) |
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2 Making a career of university teaching in Japan: getting (and keeping) a full-time job |
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11 | (14) |
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3 The ronin teacher: making a living as a full-time part-timer at Japanese universities |
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25 | (7) |
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4 The chrysanthemum maze: understanding your colleagues in the Japanese university |
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32 | (9) |
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41 | (82) |
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5 Tearing down the wall of silence: constructing the English conversation class at a Japanese university |
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43 | (11) |
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6 The blind spots of reading: switching on lights in the Japanese university classroom |
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54 | (10) |
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7 Mandatory `sentencing': breaking loose in the Japanese university writing classroom |
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64 | (11) |
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8 Real world listening in the Japanese university classroom |
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75 | (9) |
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9 Teaching and learning vocabulary in the Japanese university |
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84 | (13) |
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10 Teaching presentation in the Japanese university |
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97 | (6) |
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11 Teaching subject content through English: CLIL and EMI courses in the Japanese university |
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103 | (6) |
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12 Using technology in the Japanese university classroom (and beyond) |
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109 | (6) |
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13 Homework in the Japanese university classroom: getting students to do it (and then evaluating their performance) |
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115 | (8) |
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123 | (34) |
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14 Nails that still don't stick up: revisiting the enigma of the Japanese college classroom |
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125 | (12) |
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15 Creating engagement and motivation in the Japanese university language classroom |
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137 | (7) |
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16 The Japanese student and the university English teacher |
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144 | (6) |
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17 English language policy in Japan and the Ministry of Education (MEXT): emphasis, trends, and changes that affect higher education |
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150 | (7) |
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157 | (45) |
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18 "He said, she said": female and male dynamics in Japanese universities |
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159 | (6) |
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19 The Japanese university teacher of English |
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165 | (9) |
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20 Beyond the native speaker fallacy: internationalizing English-language teaching at Japanese universities |
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174 | (6) |
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21 Walk a mile in the shoes of the non-Japanese administrator |
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180 | (7) |
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22 Conflicts, contracts, rights, and solidarity: the Japanese university workplace from a labor perspective |
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187 | (9) |
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23 Navigating the chrysanthemum maze: off-hand advice on how to tiptoe through the minefield of the Japanese university |
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196 | (6) |
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| Appendix 1 Resources for university educators in Japan |
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202 | (9) |
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| Appendix 2 Types of universities in Japan |
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211 | (5) |
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| Appendix 3 Academic admin hierarchy chart |
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216 | (2) |
| Index |
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218 | |
Paul Wadden, PhD, is Senior Lecturer in the English for Liberal Arts Program of International Christian University, Tokyo. The editor of the original A Handbook for Teaching English at Japanese Colleges and Universities (Oxford University Press, 1993), he is the author of articles on language teaching and academic writing appearing in TESOL Quarterly, ELT Journal, RELC Journal, College Literature, Composition Studies and many other journals; articles on culture, politics, and education in The Washington Post, The Wall Street Journal, The New York Times, and The Japan Times; and more than 50 textbooks. He has taught in Japanese universities for the past 30 years.
Chris Carl Hale, EdD, is Associate Professor in the Graduate School of Global Communication and Language at Akita International University, Japan and formerly the Academic Director of the Tokyo Center of the New York University (NYU) School of Professional Studies (SPS). He has taught undergraduate and graduate courses related to language acquisition and teacher training in the United States and in Japan for over 20 years at universities such as City University of New York (CUNY), Queens College, Teachers College Columbia University, and International Christian University, Tokyo. His articles have appeared in Language Testing in Asia, TESOL International, and Teachers College Columbia University Journal of TESOL and Applied Linguistics. He is also an avid DJ and techno music producer.
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