What is it about?
The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been implementing English education reforms in Japan. Because the teaching of speaking holds the key to the success or failure of these reforms, the difficulties faced by non-native teachers seem to be perceived by the general public as a reflection of their inability to teach speaking. Thus, this chapter discusses the potential of non-native teachers by analyzing various contextual factors and clarifying how such factors have affected the creation of non-nativeness or the differences between non-native and native teachers.
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Why is it important?
A primary focus is placed on the types of teacher knowledge that regularly come into play in teaching speaking. Some context-specific issues regarding textbook authorization system are examined. Based on the discussions, pedagogical recommendations are proposed for non-native teachers to effectively teach speaking.
Perspectives
Due to the space limit, it was hard for me to touch on various issues relating to the theme (teaching speaking and non-nativeness) and discuss them in sufficient depth. I could have narrowed my scope, but I decided to cover as many relevant issues as possible despite the risk of shallow analyses of contextual factors. I hope that the readers will find this chapter thought-provoking and will be able to see "native-speakerism" from different angles.
Dr Toshinobu Nagamine
Kumamoto University
Read the Original
This page is a summary of: Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context, January 2017, De Gruyter,
DOI: 10.1515/9781501504143-009.
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