The central contention in this research is that a tipping point has been reached in how academic performance in English language education in Japan is measured. In recent years, it has become clear that the ‘cultural continuity’ of acceptably poor English communication skills is increasingly being replaced by employers’ expectations that graduates should attain a good level of ‘communicative competence’. Reforms in the national curriculum, university entrance exams, and institutional policies have brought about the need for English teachers to broker a new approach to teaching and learning. In this regard, the term Active Learning has emerged as a salient concept. I argue that with the advent of an active learning approach, the culturally appropriate ‘lack of wordiness’ in classrooms will be substituted for the less well-tolerated ‘negotiation of meaning’ – causing a profound change in how English education is perceived and taught. To that end, I make specific reference to how Active Learning is being introduced in both English and Science courses at Tokyo University of Science. This presentation has three main takeaways: 1) although active learning will be employed by teachers at a much greater frequency, rote learning and high stakes testing will continue 2) a shift to student-centred learning activities will lead to a greater need for meaning negotiation among classmates 3) in this way, students will become more self-directed and able to apply knowledge in novel ways: a key outcome for the Japanese Ministry of Education.

Authors:
Stephen Jennings, Tokyo University of Science, Japan

About the Presenter(s)
Dr Stephen Jennings is a University Associate Professor/Senior Lecturer at Tokyo University of Science in Japan

See this presentation on the full schedule – Sunday Schedule

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