Speaker
Description
This presentation examines how Japanese high school students view English and its acquisition, linking these perceptions to linguistic imperialism. Through surveys and commentary, it shows English is seen as vital for success and mobility, shaped by state and institutional narratives. Yet systemic inequalities and the privileging of native speakers persist. While dominant ideologies dominate, emerging critiques signal resistance. Grounded in Phillipson’s framework and local scholarship, the study calls for more equitable, inclusive language education policies.
Summary
This presentation explores how Japanese high school students perceive the English language and its acquisition, and how these perceptions reflect or resist the forces of linguistic imperialism. The study reveals that English is viewed as a tool for self-advancement, academic success, and global mobility. However, these views are closely tied to state and institutional narratives. The research highlights systemic inequalities in access to language resources and interrogates the privileging of native speakers.
| Teaching Context | Junior/senior high-school |
|---|
