<論文>Teaching English as a Foreign Language in Japan: To Divide or Not to Divide

[Abstract]The author previously compared the perceptions of two groups of university-level English teachers regarding their students: English first language (L１) teachers (ETs) and Japanese L１ teachers (JTs) (Shimo, ２０１４, ２０１６, ２０１８). Semi-structured interviews were conducted as a follow-up investigation in order to further explore the background factors of the differences between the two groups and to explore more effective ways of coordinating English language programs. The interview data of two ETs and two JTs were analyzed based on class content and students’ expectations from ETs and JTs, students’ preference in class format, and ETs and JTs’ teaching roles. One topic that was repeatedly mentioned in the interviews was the possibility that names and labels promote stereotypes of certain groups of people. Other themes that emerged included cultural resources that the teachers can provide and the effect of the teachers’ roles and experiences on their perceptions of students. The paper concludes with three suggestions. First, English language programs should not promote stereotypical images of certain groups of people. Second, the cultural resources that English users including ETs, JTs, and teachers from other counties bring in to classrooms should be utilized in English language learning/teaching. Third, English teachers should provide their students with learning activities that require not only discrete knowledge but also more comprehensive, integrated skills. By doing so, teachers will be able to adopt a dynamic teaching approach and more effectively uncover their students’ capabilities