Exploring the History and Challenge of Government-authorized English Textbooks in Japan and Mainland China
DOI:
https://doi.org/10.14516/ete.400Parole chiave:
textbook research, EFL, L1, language awareness, metalinguisticAbstract
This paper examines the history of English textbooks and the challenges they are facing in the current EFL contexts of Japan and mainland China. In these countries, English textbooks, and textbooks for all other subjects, can only be used in classrooms following governmental evaluation and approval. The main set of criteria for textbook evaluation is provided by the national curriculum, which also serves as a guideline for compiling textbooks; it illustrates the purpose and objectives of each subject, contains descriptions of achievement levels for each grade, as well as suggestions for teaching, assessing and compiling textbooks. In effect, textbooks are the direct materialization of the national curriculum implemented in real classrooms, particularly in textbook dominated English classes. This paper starts by discussing the significance of textbook research before presenting a historical review of English textbooks in Japan and mainland China. The focus of the review is to delineate the current challenge of underestimating the use of the first language in EFL textbooks. The final section draws trajectory maps of the two countries and explores a new approach to overcoming the challenge of creating engaging activities that incorporate both student’s first language and target language in EFL classrooms.
Riferimenti bibliografici
Agirdag, O., & Vanlaar, G. (2016). A hot piece of PISA: The relation between language use and academic achievement. Paper presented at Cultural Diversity, Migration, and Education conference, Potsdam, Germany.
Akita, K., Fujie, Y., Saito, Y., Fujimori, C., Sanpei, Y., Wang L.F., & Tamiya, H. (2013). A collaborative action research of Japanese and English Language departments for meta-Grammatical lessons [in Japanese]. Bulletin of the Graduate School of Education, the University of Tokyo, 52, 337-366.
Akita, K., Saito & Y., & Fujie. (Eds.). (2019). Teaching Grammar for Developing Metalinguistic Abilities: Teachers of English and Japanese in Collaboration. Tokyo: Hitsuzi. [in Japanese].
Akita, K., Saito, Y., Fujie, Y., Fujimori, C., Masaki, T., Wang L.F., & Sanpei, Y. (2013). A Cross-Curricular Examination of the Factors Related to Grammar Learning: the Relationships among Meta-grammatical Ability, Feelings of Usefulness, Attitudes, and Learning Strategies [in Japanese]. Bulletin of the Graduate School of Education, the University of Tokyo, 53, 173-180.
Akita, K., Saito, Y., Fujie, Y., Fujimori, C., Masaki, T., Wang L.F., & Sanpei, Y. (2014). A cross-curricular examination of the factors related to grammar learning: The relationships among meta-grammatical ability, feelings of usefulness, attitudes, and learning strategies [in Japanese]. Bulletin of the Graduate School of Education, the University of Tokyo, 53, 173-180.
Akita, K., Saito, Y., Fujie, Y., Fujimori, C., Masaki, T., Wang L.F., & Oi, K. (2015). Developing a curriculum for training meta-grammatical abilities: Prospects of meta-grammatical curriculum in view of practice and teaching material development [in Japanese]. Bulletin of the Graduate School of Education, the University of Tokyo, 54, 355-388.
Apple, M. W. (1979). Ideology and curriculum. New York: Routledge & K. Paul.
Apple, M. W., & Christian-Smith, L. K. (1991). The Politics of the Textbook. London: Routledge.
Bernstein, B. B. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London & New York: Routledge and Kegan Paul.
Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörinez, I., Meissner, F.-J., Schröder-Sura, A., &. Artur, N. (2007). Across languages and cultures: CARAP-framework of reference for pluralistic approaches to languages and cultures, Version 2 – July 2007. Graz: European Centre for Modern Languages.
Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford: Oxford University Press.
Davis, E. A., & Krajcik, J. S. (2005). Designing Educative Curriculum Materials to Promote Teacher Learning. Educational Researcher, 34(3), 3-14. https://doi.org/10.3102/0013189X034003003
Dong, H. (2013) Historic review on English textbook in modern China [in Chinese]. Lantai World, 22, 113-114.
Erikawa H. (2003) A Bibliographical Database on Foreign Language Textbooks [in Japanese].
Erikawa, H. (2008) A socio-cultural history of English language education in Japan. [in Japanese] Tokyo: Kenkyusha.
Gorbutt, D. (1972). Education as the Control of Knowledge: The New Sociology of Education. Education for Teaching, (89), 3-11.
Holliday, A. (1994a). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.
Holliday, A. (1994b). The house of TESEP and the communicative approach: the special needs of state English language education. ELT Journal, 48(1), 3-11.
Hu, G.W. (2005) English language education in China: policies, progress, and problems. Language Policy 4(5), 5-24.
Ishii, T. (2002) Structure of National Readers and language materials [in Japanese] HiSET Journal, 17, 77-93.
Ito, H. (2003) A Consideration of Past and Current Problems regarding the Teaching of English Grammar in Schools and Universities [in Japanese]. Language studies, 102, 93-135.
Kachru, B. B. (1982). The other tongue: English across cultures. Champaign: University of Illinois Press.
Kachru, B. B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25(1), 1-14. doi: https://doi.org/10.1017/S0261444800006583
Kihei, K. (1988) Americanization in Japan after the Second World War: on Jack and Betty [in Japanese] HiSET Journal, 3, 169-205.
Li, L.Y., Zhang R.S., & Liu, L. (1988). A history of English language teaching in China [in Chinese]. Shanghai: Shanghai Foreign Language Education Press.
Li, Y.J. (2001) CLT research in China: Problems and reflections [in Chinese]. Foreign Language World, 2, 13-19.
Liu, D.Y. & Wu, Z.Y. (2015) English language education in China: past and present. Beijing: People’s Education Press.
Liu, D.Y., Gong, Y.F., & Zhang, X.C. (2011) The historical experiences and enlightenments of primary and secondary school English textbook construction in China. [in Chinese] Curriculum, Teaching Material, and Method, 31(1), 69-75.
Liu, H.N. (2011). A 150-year history of English textbooks in China: past and future. [in Chinese] Shandong Foreign Language Teaching Journal, 145, 61-66.
MOE (2001) English curriculum standards for full time compulsory education and senior high schools (Experiential edition) [in Chinese]. Beijing: Beijing Normal University Press.
Oates, T. (2014). Why textbooks count. A Policy Paper. Report. Cambridge: University of Cambridge. Retrieved from http://www.cambridgeassessment.org.uk/Images/181744-why-textbooks-count-tim-oates.pdf
Okihara, K. (2011) On the distinction between EFL and ESL [in Japanese] Bulletin of Kyoto Notre-Dame University, 41, 69-80.
Omura, K., Takanashi K., & Deki S. (Eds) (1980). Handbook of English education history [in Japanese]. Tokyo: Tokyo Hōrei Publishing.
Ortega, L. (2018). What is SLA research good for, anyway? Plenary talk delivered at the 52nd Annual International. IATEFL Conference and Exhibition. Brighton, UK, April 10-13. 2017. The 52th International IATEFL Conference Programme, 52.
Otsu, Y. (2009) Metalinguistic awareness in TEFL: preliminary notes. Reports of the Keio Institute of Cultural and Linguistic Studies, (40), 179-187.
Otsu, Y. (2010). Metalinguistic awareness in TEFL: preliminary notes (2). Reports of the Keio Institute of Cultural and Linguistic Studies, (41), 165-174.
Otsu, Y. (2011) Development of metalinguistic awareness: a case study. Reports of the Keio Institute of Cultural and Linguistic Studies, (42), 219-225.
Otsu. Y, & Kubozono, H. (2008) Cultivating language competence [in Japanese]. Tokyo: Keio University Press.
Otsu. Y. (1989) Meta-linguistic ability development and language education: from the perspective of linguistic psychology [in Japanese]. Language, 18(10), 26-34.
Ozasa, T. & Erikawa H, eds. (2004) Research on history of English textbooks. [in Japanese] Tokyo: Jiyūsha.
Ozasa, T. (1995) Teaching method of Harold E. Palmer: its development in Japan [in Japanese]. Hiroshima: Daiichi Gakushūsha.
Qin X.D. (2014) Literature view of English textbook research in and out of China. [in Chinese] Journal of Mudanjiang University, 23(12), 169-172.
Remillard, J. T. (2005). Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
Saito, Y., Akita, K., Fujie, Y., Fujimori, C., Masaki, T., Wang, L.F., & Sanpei, Y. (2013). Developing a Curriculum for Meta-Grammar Teaching: Cross-Curricular Grammar Teaching in Japanese and English Classrooms in the Secondary School [in Japanese]. Bulletin of the Graduate School of Education, the University of Tokyo, 53, 255-272.
Saito, Y., Akita, K., Fujie, Y., Fujimori, C., Masaki, T., Wang, L.F., & Sanpei, Y. (2013). Developing a curriculum for meta-grammar teaching: Cross-curricular grammar teaching in Japanese and English classrooms in the secondary school [in Japanese]. Bulletin of the Graduate School of Education, the University of Tokyo, 53, 255-272.
Saito, Y., Hamada H., Masaki, T., Akita, K., Fujie, Y., Fujimori, C., & Wang, L.F. (2014). The prospect and challenge of developing students’ meta-grammatical abilities in grammar teaching at the level of secondary education [in Japanese]. Bulletin of the Graduate School of Education, the University of Tokyo, 52, 467-478.
Sheng J. (2016). Impact of postmodernism on English textbooks in china [in Chinese]. Shanghai Research on Education, 4, 52-57.
Takanashi, K., & Deki S. (1992). Selections of English Textbooks. [in Japanese] Tokyo: Ozorasha.
Takanashi, K., & Deki S. (1993). History and problems of English textbooks. [in Japanese] Tokyo: Ozorasha.
Wang, L.F. (2017a). The Possibility of Collaboration among Japanese, English and Chinese in Foreign Language Education in Elementary School: from the Perspective of Language Awareness. Primary Education Research, Fukui University, (3), 25-32. [in Japanese]
Wang, L.F. (2017b). Collaboration between L1 and EFL education in Japan. Paper Presentation, The 52nd Annual International. IATEFL Conference and Exhibition. Brighton, UK, April 10-13. 2017. In The 52th IATEFL International Conference Programme, 208.
Wang, L.F. (2018a). How Mother Tongues Are Dealt with in Elementary English Textbooks in Mainland China, Taiwan, Japan, and South Korea. Paper Presentation, Siem Reap, Cambodia, 2018-05-11. In The 11th Comparative Education Society of Asia (CESA) Conference Programme, 65.
Wang, L.F. (2018b). Incorporating L1 in EFL Classes in Primary Schools. Paper Presentation, Kyoto, Japan, 2018-08-26. The 44th Japan Society of English Language Education (JASELE) Conference Programme, 330-331.
Wang, L.F. (2019). Collaborative Action Research on Incorporating L1 in EFL Classes through Textbook-based Lesson Study. Teacher Education Research, 12, 181-193.
Wang, L.F. (2020). Practice Research on Incorporating Japanese in Foreign Language Education in Elementary Schools: A Case Study of Material Development. JES Journal, 20, 100-114.
Wang, L.F. (2020). Practice Research on Incorporating Japanese in Foreign Language Education in Elementary Schools: A Case Study of Material Development [in Japanese]. JES Journal, 20, 100-114.
Wen, Q.F. (2016). Framework of teaching Lingua Franca in China. [in Chinese] Linguistic Science, 15(4), 354-355.
Yamada, G. (1998). The meanings of transition from Jack and Betty to New Prince [in Japanese] HiSET Journal, (13), 123-152.
Young, M. F. D. (1971). Knowledge and control: new directions for the sociology of education. London: Collier-Macmillan.
Zhang, Z.D. (2005). Reconsidering the purpose of English curriculum [in Chinese] Curriculum, Teaching Material, and Method , (09), 55-61.
