Controversies surrounding revisions of the course of Study for English language 1989-2020.

Autor/in	Aspinall, Robert W.
Titel	Controversies surrounding revisions of the course of Study for English language 1989-2020.
Quelle	Aus: Okada, Akito (Hrsg.); Bamkin, Sam (Hrsg.): Japan's school curriculum for the 2020s. Politics, policy, and pedagogy. Singapore: Springer Nature (2022) S. 83-101 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Education in the Asia-Pacific Region: Issues, Concerns and Prospects. 67
Beigaben	Literaturangaben S. 101
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-981-19-2075-2; 978-981-19-2076-9
DOI	10.1007/978-981-19-2076-9_6
Schlagwörter	Bildungsreform; Curriculum; Englischunterricht; Japan; Bildungsreform; Curriculum; Englischunterricht; Geschichte (Histor); Japan
Abstract	There has been severe criticism of the English language curriculum in Japan's schools since at least the 1970s. An overemphasis on the study of grammar and written texts meant that generations of Japanese young people have? nished school without the ability to communicate well in spoken English. Reforms throughout the period 1989- 2020 were aimed at solving this problem. These reforms included introducing native-speaker Assistant Language Teachers (ALTs), introducing English language as a subject in elementary schools, and revising the university-entrance exam system. Each of these reform efforts met with serious practical dif? culties at the implementation stage as well as push-back from important stakeholders. However, efforts to add tests of spoken English have failed to bear fruit. Efforts to introduce English to elementary schools have been hampered by a lack of quali? ed teachers. Many students continue to see English as a very dif? cult subject with little relevance to their daily lives.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1