Monthly Editions
From home culture to intercultural knowledge base: implications for TESOL materials design
This paper focuses on the relationship between a language and its culture and will critically examine arguments for the incorporation of the target culture in TESOL teaching and learning together with teaching materials. The aim of the model suggested here is to enable the learners to develop an intercultural understanding of the target language which can be applied to e.g. business communication where English is used as the language of communication amongst different nationalities.
Multiple intelligences and vocabulary recall in Young Learners: An Action Research Project
This paper seeks to engage in attempts to problematize hegemony associated with ELT Effective classroom activities that acknowledge multiple intelligences and learning styles increase the probability of young learners’ (YLs’) acquisition and retention of vocabulary, which is valuable for language acquisition (Hughes, 2006). This research project presented results of a quantitative Action Research Project (AR) involving a class of approximately 25 students in a Japanese kindergarten.
Countering hegemonic ELT materials in Asian EFL contexts
This paper seeks to engage in attempts to problematize hegemony associated with ELT materials, especially in EFL settings. Social transformative perspectives will shed light on the role of agency through collective actions of social power by English language teachers, teacher educators, and students in possibly 1) critiquing forms of hegemony (i.e., dominant use of standard [academic] English and avoidance to [controversial] themes related to social justice) in ELT materials, and 2) envisioning transformative strategies that may challenge the hegemony being critiqued.
Digital residents: Practices and perceptions of non native speakers
In recent decades, academic work has examined motivation to learn English among speakers of foreign languages, reasons for demotivation that might exist among them, and strategies for motivating them; however, concrete strategies for avoiding demotivation among English as a foreign language (EFL) students have not yet been considered in detail.
Japanese high school EFL learners’ perceptions of strategies for preventing demotivation
In recent decades, academic work has examined motivation to learn English among speakers of foreign languages, reasons for demotivation that might exist among them, and strategies for motivating them; however, concrete strategies for avoiding demotivation among English as a foreign language (EFL) students have not yet been considered in detail.
