Speaker
Description
This presentation examines the persistent gap between English education policies and classroom practices in Japan. Drawing on government reports, proficiency indices, and case studies, the study highlights systemic barriers such as limited teacher proficiency, grammar-focused curricula, resource disparities, and low student engagement. Using a mixed-methods approach, findings reveal a misalignment between policy goals and teaching realities. The session concludes with evidence-based recommendations for professional development, curriculum reform, resource allocation, and assessment redesign to enhance communicative competence nationwide.
Summary
This presentation explores the gap between English education policy and classroom practice in Japan, focusing on teacher proficiency, curriculum constraints, and resource disparities. Using secondary data from MEXT reports, international indices, and academic studies, the study highlights systemic barriers to effective language instruction. The findings suggest that professional development, curriculum reform, and equitable resource allocation are crucial for improving policy implementation. The session provides recommendations for bridging policy objectives with real-world teaching practices.
| Teaching Context | Junior/senior high-school |
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