Japanese as a second language (JSL) teachers' work

What is it about?

It explored how Japanese teachers who teach JSL, unexpectedly and unprepared, responded to their teaching responsibilities for JSL students.

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Why is it important?

Despite their lack of specialized preparation for JSL teaching and the marginalized status tacitly understood among teachers in Japan, the JSL teachers seem not to be negatively influenced by the stigma and low-status accompanied with JSL teaching. They hold dispositions suitable for JSL teaching – high expectations, caring, and open-mindedness. These dispositions, however, seem to have evolved and been strengthened while teaching JSL rather than each teacher holding them before they entered the field of JSL. The teaching environments unique to Japan seem to have contributed to these teachers' development as JSL teachers.