Plurilingual Education in a Monolingualised Nation

Exploring New Frontiers in Language Teaching in Japan
Erscheinungsjahr 2026
ISBN: 978-1-80041-768-7
Verlag: Channel View Publications

Buch, Englisch, 242 Seiten, Format (B × H): 156 mm x 234 mm

This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type in the Japanese context. These practices are grounded in depictions of the practitioners’ personal and professional trajectories through explorations of their visual linguistic autobiographies. The holistic ethnography thus deepens understanding of plurilingualism in a hitherto underexplored context, and should be of interest to students and researchers of language teaching, teacher training, language policy, sociolinguistics and plurilingualism.

Autoren/Hrsg.

Pearce, Daniel Roy

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Acknowledgements

Danièle Moore: Foreword

Introduction: Monolingualism and Japan

Part 1. Monolingualism Colliding with Plurilingualism

Chapter 1. Foreign Language Education and Plurilingualism: Global and Local Trends

Chapter 2. Multimodal Polyethnography in Language Teaching Research

Chapter 3. Situating the Author: 'Wearing Both Pairs of Shoes'

Part 2. Plurilingual Practices and Perspectives

Chapter 4. From English-Only to Plurilingual Education: Yuki-sensei’s Journey

Chapter 5. Making the Classroom Multilingual: Yuki-sensei’s Practice

Chapter 6. A 'Monolingual' Foreign Language Teacher: Kana-sensei's Initiative

Chapter 7. Pedagogies of Resistance, Peace Learning and Plurilingualism: Kana-sensei's Practice

Part 3. Plurilingual Potentials

Chapter 8. Imported Diversity? Plurilingual Assistant Language Teachers

Chapter 9. Beyond Native-Speakerism: ALTs as more than English Models

Conclusion: Implications for Teacher Training across Contexts

Appendices

References

Über Autor(innen)

Pearce, Daniel Roy
Daniel Roy Pearce is a lecturer and teacher trainer in the Faculty of Education, Shitennoji University, Japan. His current research interests include interdisciplinary plurilingual education, teacher collaboration, and plurilingualism and linguistic diversity within primarily monolingual contexts.