Speaker
ABSTRACT
This presentation examines the "English-only" policy prevalent in the eikaiwa industry, questioning its effectiveness and exploring the role of students’ first language (L1) as a support tool in language learning. The research is based on a six-month ethnographic study (January–June 2024) involving classroom observations, teacher interviews, and analysis of instructional practices in multiple eikaiwa settings. Using a participant-observer approach, the study documented how teachers and students navigate language use in real teaching contexts.
The presentation will begin with an overview of relevant literature on L1 use in second language acquisition, followed by a discussion of the historical and contemporary contexts of English education in Japan (5 minutes). It will then detail the ethnographic methodology, outlining the data collection process and key themes that emerged from the observations and interviews (5 minutes). Findings will highlight teacher and student attitudes toward L1 use, and its potential benefits for comprehension and engagement (10 minutes). 5 minutes will be reserved for Q&A.
Designed for eikaiwa teachers and school owners, this interactive session will encourage discussion on flexible language policies, inviting participants to reflect on their own experiences and share practical insights.
KEYWORDS
Eikaiwa industry, teacher autonomy, L1 use, Classroom practices
| TITLE | Re-thinking the zero use policy: L1 use in the eikaiwa classroom |
|---|---|
| RELEVANT SIG | Teacher Development |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
