Speaker
Abstract section 5: References
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge. https://doi.org/10.4324/9780203124994
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In Sociocultural theory and second language learning, ed. J.P. Lantolf. Oxford University Press.
van Lier, L. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer Academic Publishers.
Abstract section 3: Content/method
Narrative inquiry was used to gather rich stories from teachers’ lived experiences and to guide data analysis (Barkhuizen et al., 2014). Ten kindergarten teachers participated in two interviews during the 2025 academic year. Classroom observations were also conducted to capture experiences in the classroom, with field notes documenting interactions, routines, and key moments. The study is informed by ecological systems theory (Bronfenbrenner, 1979) and an ecological perspective on learning (van Lier, 2004).
Abstract section 2: Contribution/research questions
This research is part of a three-year longitudinal study on children with foreign roots in Japan, their parents, and their educators. The relevant research questions for this presentation, focusing on the kindergarten teachers, are:
What are the teachers' needs? How are their needs being met (or not)?
How do these experiences affect the participants’ identity?
How do these experiences affect the participants’ well-being?
What are the main emotions reflected in the participants’ experiences teaching?
Abstract section 1: Relevance
Japan is often seen as a monoethnic and monolingual society, but it has seen a sharp rise in the number of foreign workers over the past decade due to its declining and aging population. Furthermore, recent policy changes have allowed more foreign workers to bring family members. The number of children born in Japan to foreign and mixed-race couples is also increasing. These children often need additional educational support due to cultural and linguistic differences. To truly understand the situation, grassroots research is essential for collecting and sharing the voices of those involved firsthand: the children, parents, and teachers.
Abstract section 4: Outcomes/results
Preliminary results from the first year of this project highlight the challenges teachers face in the classroom in communicating with children with foreign roots. Additionally, cultural differences exacerbate misunderstandings not only between teachers and children but also among children themselves. Similar issues arise when teachers share their interactions with parents. The lack of training regarding intercultural communication and understanding can leave teachers feeling overwhelmed and put them in situations where they may feel un(der)trained. Going forward, it will be essential to document how teaching in these contexts impacts the teacher's identity and well-being over time.
| Title | Teacher Stories: Kindergarteners with Foreign Roots in Japan |
|---|---|
| Teaching Context | Teaching children |