Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning

Gregory Paul Glasgow

Mar 2023 · Life and Education in Japan Book 5 · Candlin & Mynard

About this ebook

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. 

About the author

Gregory Paul Glasgow holds a Ph.D. in Applied Linguistics from the University of Queensland, Australia, and he is currently an Associate Professor at Kanda University of International Studies in Chiba Prefecture. He co-edited the volumes Agency in Language Policy and Planning: Critical Inquiries and Researching Agency in Language Policy and Planning (with Jeremie Bouchard), published by Routledge. His research draws on critical applied linguistics and social theory to examine issues in language-in-education policy, language management, and the politics of Global Englishes in TESOL. Dr. Glasgow is also interested in second language teacher education (SLTE), and ELT practices that promote multiculturalism, equity, intercultural awareness, and social justice.