Situated Pedagogy for Japanese EFL learners: Implications for Australian EAP context

The educational practices of English as a Foreign Language (EFL) institutions in Japan are steeped in tradition. Therefore, the introduction of a foreign pedagogy into Japanese EFL classrooms is likely to create unique challenges not only for Japanese learners but also practitioners. Moreover, Japanese learners may experience similar difficulties whilst studying abroad in English as a Second Language (ESL) classrooms. This lecture is divided into two parts. The first part questions the appropriateness of Communicative Language Teaching (CLT) in Japanese EFL classrooms. The four main criticisms of CLT include: ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the relevance of Native Speaker (NS) ideologies in EFL settings. In light of these criticisms, the development and implementation of a Situated Pedagogy in a Japanese EFL classroom are discussed. The second part of this lecture presents an empirical study exploring the difficulties faced by Japanese learners in Australian English for Academic Purposes (EAP) programs. Based on a thematic reporting framework, data was collected and analysed using semi-structured interviews and a constant comparative method, respectively. The exploratory nature of this report led to the following conclusions. Firstly, Japanese students’ past educational experience interferes with Second Language Acquisition (SLA) in Australian EAP programs. Secondly, Japanese students have a predisposition towards integrative motivation. Thirdly, significant others influence Japanese learners’ ability to cope with transition issues, such as managing academic and social problems. Finally, contextual factors of Australian EAP programs (e.g. course materials, teaching and learning methodology and assessment) negatively impact English language learning. Guidelines for the development and implementation of a Situated pedagogy in EAP classrooms concludes the presentation.