Based on her professional and personal experiences in education as well as in business, Sanae Oda-Sheehan (PhD) came to realize that there may be several problematic gaps hindering learning effectiveness in the Japanese EFL context. In exploring possibilities to bridge those gaps, she proposes the framework called the Pedagogical Trinity: the integration of L2 pragmatics and grammar pedagogy to promote the implementation of communicative language teaching. This book shares her experiences in exploring how to bring about such integration and bridge those gaps by utilizing autoethnography Autoethnography is a burgeoning and promising approach in the qualitative research field, in which researchers use themselves as the research subject to better understand sociocultural complexities through the connectivity between self and others. By employing the autoethnographic approach and analyzing in-depth face-to-face interviews and journal entries, Oda-Sheehan reflected on her teaching practices and her own identity formation to explore the critical factors for the integrative approach. Through this life-sized portrait of the research project, she obtained interpretive insights that show how critical it is for teachers to have an awareness of their multiple identities and perspectives, long-term visions, and readiness for necessary transformation. This book meticulously crafts and demonstrates how autoethnography can be utilized as a research method to merge analytic rigor and creative dynamics. Through the connectivity in an autoethnographic orientation, readers may find themselves in the stories unfolded in the chapters and be guided to reflect on their own experiences and endeavors. In that way, what is presented in this book may become readers’ own stories, giving them the strength to go forward in life. This book can provide a platform of open dialogue to explore approaches to bridge life and academia collaboratively.

It is claimed that the English language teaching (ELT) profession incorporates principles of multiculturalism, tolerance, and pluralism, especially since it is viewed as a practical tool to promote intercultural exchange. However, as movements for social justice worldwide become more prevalent, some stakeholders in the field are beginning to question the field’s genuine commitment to such values. In Japan, for example, is the English language truly viewed as a practical communication tool to engage with diverse interlocutors on the global stage? Or do problematic discourses regarding the notion of the “ownership of English” and the ‘idealized speaker of English’ prevail due to the lingering dichotomy between so-called ‘non-native’ English-speaking teachers (NNESTs) and ‘native’ English-speaking teachers (NESTs) — a dichotomy that unfortunately intersects with views of ethnoracial and cultural difference, and which leads to discriminatory tendencies in pedagogical practices, educational cultures, and social structures? The overall purpose of this volume is to initiate conversations about how issues surrounding language, race, and multiculturalism currently inform pedagogical practice in English Language Teaching (ELT) in Japan. We—the editor and contributors—intend to explore these issues with the hope that the experiences and pedagogical actions documented in this volume will motivate others to reflect on current challenges, raise appreciation for diversity in ELT, and dismantle inequities.

This book explores the profound impact of Emergency Remote Teaching (ERT) on part-time university English language teachers in Japan during the COVID-19 pandemic. Through a blend of quantitative data and heartfelt personal narratives, the authors reveal the complex challenges faced by these educators—ranging from job insecurity to the rapid adoption of new teaching technologies. The initial chapters delve into the setup of the study, followed by detailed analyses of survey and interview data that underscore the vulnerability and resilience these teachers exhibited. As the pandemic forced a sudden shift to online education, the book examines how these teachers navigated their altered professional landscapes, balancing teaching responsibilities with personal and professional uncertainties. Part three of the book focuses on the voices of the participants, offering rich, first-person insights into their experiences during the first semester of ERT. The narrative deepens with participant interviews and personal reflections that illustrate the profound psychological impacts and the innovative coping strategies developed in response to the crisis. In concluding, the book addresses the future of educational practices, emphasizing the importance of institutional support and professional development in enhancing the resilience and effectiveness of part-time faculty. This comprehensive study not only highlights the immediate effects of the pandemic on educational practices but also serves as a crucial resource for understanding the ongoing needs and contributions of part-time teachers in higher education.

While English language learners with disabilities, especially those with specific learning difficulties (SpLDs) such as Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), may encounter barriers to their learning, few English language teachers (ELTs) are capable and confident in their ability to provide barrier-free learning environments. This book gives a general background on inclusive education internationally and in Japan and provides case studies of successful accommodations for language learners with disabilities in English language education. The book is essential reading for language teachers at all levels of education in Japan and parents of language learners with disabilities. In addition, it is an excellent resource for language teachers based in other countries who are interested in providing inclusive and supportive language education.

This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner responsibility and ownership of their learning through developing a deeper sense of awareness of and motivation for the learning process. It makes a convincing case for showing that not only is promoting reflection possible, but it can also be effectively integrated into language learning activities with significant benefits to the learners. The chapters are highly practical for researchers and practitioners, with the research chapters containing instruments which make them ideal for replication studies. The text includes a wealth of practical tools and activities for practitioners, who will be able to experience first-hand how to facilitate student success and increase satisfaction.

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