Society for the Study of Social Problems
This study investigates the extent to which Japanese university students learned about diverse countries and individuals through the English as a Foreign Language (EFL) curriculum. More specifically, it examines to what extent Japanese university students learn about race and ethnic diversity in their secondary EFL classes and how they understand domestic cultural diversity within Japan. Based on the survey and interview data, this paper will present how these students perceive the domestic cultural diversity of Japan and the role of EFL education. The ultimate goal of this argument is not only to raise awareness of racial and ethnic diversity within Japan but also to reduce prejudice and discrimination against particular groups and/or individuals. To promote successful cross-cultural communication, I emphasize that diversity issues (e.g., conflict, tension, and inequality) need to be taught explicitly within the EFL curriculum. Given stimulating ideas provided by the university students, this paper hopes to suggest new directions for incorporating multicultural perspectives in the EFL classes in non-Anglo American contexts, e.g., Japan.
EFL, cultural diversity, Japan, globalization, international education
Bilingual, Multilingual, and Multicultural Education | Educational Sociology | First and Second Language Acquisition | International and Comparative Education | Sociology
Mieko Yamada (2012).
Awareness of internal diversity and implications for teaching English in Japan. Presented at Society for the Study of Social Problems, Denver, CO.