Japanese teachers' attitudes towards incorporating CLT in the high school English language classroom: an ethnograpic study

This article will examine the attitudes of Japanese teachers of English towards using CLT in high school English classroom. Results from an ethnographic study employing observations, short-answer questionnaires, semi-formal interviews and informal conversations that were conducted both prior and subsequent to CLT implementation (2010-2011; 2014-2015) at two high schools located in Kyushu, Japan, are analyzed. This paper will provide data for consideration by teachers, managers, and CLT researchers to further understand the concerns and fears that are evident, improve the teaching of English as a whole, and lead to further dialogue with teachers about teaching