Overview

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.

Full Product Details

9781800417687

Table of Contents

Reviews

This book presents illuminating cases of practitioners promoting grassroots plurilingual education even in a context traditionally portrayed as being monolingual. Analyzing rich multimodal data, Pearce successfully helps readers see a more diverse reality of the country than is commonly believed and offers educational possibilities that can be explored outside the context as well. * Chika Takahashi, Ehime University, Japan * If you thought Japan was monolingual, think again! Daniel Roy Pearce shows how the intricacies of Japanese social and individual multilingualism can be used in the classroom to counter monolingualism and monolingualization. Bringing a unique multisensorial and multimodal approach to research, combining autoethnography and polyethnography, this volume is unsettling and inspiring for researchers and practitioners alike. * Sílvia Melo-Pfeifer, University of Hamburg, Germany * This stimulating volume, packed with concrete examples and rich reflections, has something for everyone (in-service and pre-service teachers, postgraduate students, teacher trainers and researchers). It is an excellent example of the tangible teaching and learning outcomes that can be achieved through collaborative, participative research. A fascinating window onto progressive language education in Japan which will incite reflection and resonate with all educators, across the globe, seeking to nurture curiosity and openness amongst their learners. * Andrea Young, University of Strasbourg, France *

Author Information

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.

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