Journal of Multilingual and Multicultural Development
Routledge: Taylor & Francis
Place of Publication
Applying Kachru and Nelson’s model of English spread and their categorization into Inner/Outer/Expanding Circles, this content analysis of English as a Foreign Language textbooks used in Japanese junior high schools investigates which countries were introduced and further studies how Japan’s domestic diversity was constructed in those textbooks. Furthermore, to scrutinize representations of Japan’s domestic diversity, this study examines what types of individuals located in Japan were represented in the textbooks. The concepts of race and ethnic relations in a global context will be discussed to understand representations of individuals. Drawing upon the concept of English as a multicultural language (Honna, 2000, 2008), this study suggests that this multicultural perspective would not only promote understanding varieties of English use in Asian contexts but also help educators and students recognize the internal diversity of Japan where multilingual and multicultural communication takes place.
EFL, cultural diversity, Japan, globalization, education, textbook
Bilingual, Multilingual, and Multicultural Education | Curriculum and Social Inquiry | Educational Sociology | International and Area Studies | International and Comparative Education | Sociology
Mieko Yamada (2010).
English as a Multicultural Language: Implications from a Study of Japan’s Junior High Schools’ English Language Textbooks. Journal of Multilingual and Multicultural Development.31 (5), 491-506. UK: Routledge: Taylor & Francis.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Sociology Commons, International and Area Studies Commons, International and Comparative Education Commons