Speaker
Description
The EFL classroom provides a valuable space for developing students’ linguistic knowledge, language abilities and communication skills. It can also be an exciting place for overcoming ethnocentric attitudes, breaking down “us/them” mindsets and empowering students to re-think their identities in an interconnected world. This session will introduce a dynamic set of class activities designed to broaden student perspectives, explore multicultural connections and encourage them to redefine how they see themselves in a global age.
Abstract section 1: Relevance
According to Japan’s national Course of Study, the goals of foreign language teaching include fostering a positive attitude toward cross-cultural communication (MEXT, 2023). This goal can be hindered by student mindsets linked to ethnocentrism. Scholars such as Cadd (1994) and Hinenoya (1997) have described the negative impacts that ethnocentric mindsets have on foreign language learning and engagement with cultural others. More recent scholars such as Cater (2020) and Walpole (2026) have discussed how Japan-centric thinking can inhibit healthy interactions with people from other countries while Bybie (2024) has explored ways to reduce student ethnocentrism through promoting students’ critical thinking.
Abstract section 2: Contribution/research questions
This workshop will introduce participants to a set of innovative classroom-tested activities created for EFL students in Japan that were designed to break down “us/them” mindsets, expand students’ awareness of their global connections and encourage them to re-think their identities as local, national and global citizens. The activities were developed for Japanese college students and taught as part of an English-medium course on cross-cultural understanding and international exchange.
Abstract section 3: Content/method
This session will begin by introducing the purpose of the workshop, describing the negative impacts of ethnocentrism on language learning and citing the kinds of research that have been done on this topic. The presenter will then introduce the class activities that he designed. For each activity, he will outline its objectives, enable participants to experience the activity, then have them reflect on its educational impact and potential for use in their own classrooms.
Abstract section 4: Outcomes/results
The presentation will introduce participants to three classroom activities. The first activity has students discover the variety of connections they have with people overseas. The second has students calculate what percent of their identity is linked to foreign countries and cultures. The third activity engages students in ranking the importance - from local to global - of different aspects of their identity. Participants will gain a better understanding of how to design class activities that broaden student perspectives, highlight cross-cultural connections and encourage students to redefine how they see themselves as citizens living in a global age.
Abstract section 5: References
Bybie, R. (2024). Exploring how to reduce ethnocentrism through critical analysis of foreign news reports in foreign language learning. PhD Thesis. Brigham Young University.
Cadd, M. (1994). An attempt to reduce ethnocentrism in the foreign language classroom. Foreign Language Annals, 27: 143-160. https://doi.org/10.1111/j.1944-9720.1994.tb01198.x
Cater, M. (2020). Japan has four seasons: Nihonjinron and native-speakerisms at the eikaiwa gakkou, In D. Hooper & N. Hashimoto (Eds.), Teacher narratives from the Eikaiwa classroom. (pp. 64-72). Candlin & Mynard. https://doi.org/10.47908/13/5
Hinenoya, K. (1997). A sociolinguistic study of the effects of ethnocentrism and cultural traits on proficiency of Japanese speakers of English. MA thesis, Concordia University.
MEXT. (2023). National curriculum standards for high school: Part 8 Foreign languages. Online at: https://www.mext.go.jp/content/20230328-mxt_kyoiku02_100014466_001.pdf
Walpole, D. (2026). Nihonjinron discourse and English language learning attitudes. EJCJS Journal, 26/1.
| Title | Exploring Global Identities in a Multicultural World |
|---|---|
| Teaching Context | General |