English language teaching (ELT) in Japan is often positioned in governmental discourse as a tool to develop intercultural and communicative competence, creating ‘global citizens’ who can function successfully on the international stage. But to what degree is the ELT industry and English education policy promoting messages of diversity and internationalization? To what extent are Japanese students aware of more complex issues surrounding ethnoracial and cultural identity that are essential to a deeper understanding of our social world? Do personnel, curriculum, and materials policies in English education truly incorporate and expose students to a variety of cultural perspectives that represent the entire world, rather than the English-speaking Global North? Lastly, to what degree do intolerance and discrimination in the system (e.g., native-speakerism as a raciolinguistic ideology) preclude teachers from realizing their potential in ELT practice? This presentation will highlight pedagogical practices that adopt a critical multicultural approach (Glasgow, 2023) and provide examples of how educators around Japan are reimagining English education in an age of cultural and racial reckoning. The audience will be provided with tangible examples of pedagogical efforts, and implications regarding how English education policy and practice can be further refashioned to promote equity and inclusion in these uncertain times will be discussed.

Authors:
Gregory Paul Glasgow, Kanda University of International Studies, Japan

About the Presenter(s)
Dr Gregory Paul Glasgow is a University Associate Professor/Senior Lecturer at Kanda University of International Studies in Japan

See this presentation on the full schedule – Saturday Schedule

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