Imagined Communities of English Use in JET Programme Teaching Materials

Autor/in	Brown, Charles Allen
Titel	Imagined Communities of English Use in JET Programme Teaching Materials
Quelle	In: IAFOR Journal of Education, 11 (2023) 1, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Instructional Materials; Exchange Programs; International Education; Language Usage; Social Networks; Communities of Practice; Learning Motivation; Foreign Countries; Hidden Curriculum; Self Concept; Language Teachers; Teacher Exchange Programs; Best Practices; Teaching Methods; Cultural Awareness; Content Analysis; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Internationale Erziehung; Sprachgebrauch; Social network; Soziales Netzwerk; Community; Motivation for studies; Lernmotivation; Ausland; Heimlicher Lehrplan; Selbstkonzept; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Inhaltsanalyse
Abstract	Visualizing oneself joining imagined communities of target language (TL) use represents a potent motivation for language study. Given that rationales for the Japan Exchange and Teaching (JET) Programme include fostering internationalization, a student-centered classroom, and communicative skills, teaching to promote learners envisioning themselves gaining access to different imagined social groups via the TL is further warranted in this program. Yet no research has examined the actual role of imagined TL communities in JET teaching. This project responded by investigating how JET participants foster imagined communities of English use among learners. Materials produced by JET teachers from across Japan were collected with a content analysis being undertaken to determine how they portrayed connections between the language and social group participation. Results of this analysis of 5079 teaching materials indicated that most (2783) involved language practice divorced from social connections. The remainder ran the gamut from lessons in which social group information was tangential and not connected to particular language to a smaller number in which connections between language and potential future social group participation were strong. These results suggest that the possibility of leveraging connections between language and social group participation to promote imagined communities of TL use among learners is possible within the JET paradigm and that this avenue for learner motivation could be further exploited. Given the importance of these findings for motivation coupled with the adoption of initiatives similar to JET across Asia, these results have implications both within and outside of the JET Programme. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01