Assessing the Impact of Study Abroad Programson Japanese Students:A Mixed Methods Research Proposal

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A Critical-Comparative Analysis of Post-global English Language Education::The Cases of Korea and Japan

In Northeast Asia, as in many other regions, local administrations have interpreted English language acquisition as central to enhancing national competitiveness within the currently dominant neoliberal-financial paradigm. Against this background, this comparative analysis critically reviews the structural and ideological processes by which global English impacts the Japanese and Korean educational domains, employing the linguistic imperialism framework (Phillipson, 1992) as its principal theoretical lens. In doing so, this inquiry aims to respond to local calls (see Kubota, 1998) for comprehension of the sociocultural impact of global English within economically developed, neo-colonial contexts. As a comparative study, this report focuses on neighboring settings in an effort to draw attention to the friction between the obligation to learn English for local empowerment and the underlying inequities that are strengthened by ELT locally. Through close examination of the conditions presented by Japanese and Korean academics, it is determined that the sustained transmission of globalization discourse has been a primary impetus in communicating, from the state level to the public, the symbolic worth of ELL. The pluralistic representation of internationalization and Englishization acts not only as a mechanism for countering global tensions but as a tool for élite privilege fortification, sustaining circular socioeconomic inequity based on linguistic competence, thereby depriving learners of authentic agency when "electing" to participate in ELL. Samuell, C., & Smith, M. (2020). A critical-comparative analysis of post-global English language education: The cases of Korea and Japan. KOTESOL, 16(1), 55-74

A Constructivist-driven Examination of English use in Japanese Media

This pilot study sought to reveal identity-related conceptualizations of EFL use in Japanese media by employing a hermeneutic-constructivist process in which meaning emerged via the interdependence of researcher and subject. Specifically, the impetus of this small-scale qualitative inquiry was consideration of the potential negative impact of Japanese media on local ELL moti-vationseeking to answer how ELT practitioners perceive comedic English use in Japanese media , and hypothesize what, if any, effect it exerts on ELL engagement rates within Japan. Research findings indicate that the majority of participants view the normalized form of EFL presented by local media as sustaining adverse effects on local perceptions of Englishwith the co-medic usage of EFL thus recognized as potentially demotivating to local ELL participation. Nevertheless , researchers advise caution if attempting to develop the findings presented here beyond their original intention given the narrow scope of research subject populations

The Potential of Self-Access Language Centres in Fostering Lifelong Global Citizenship:Towards a Community of Practice Approach

Drawing primarily on the Japanese context, this study aims to highlight this setting to emphasise the potential for tertiary-level self-access language centres to develop lifelong global citizenship, self-reflection and cross-cultural collaboration. This inquiry calls on the community of practice approach to account for the shared interests motivating lifelong cross-cultural participation, the quality of social engagement between actors, and the material and cognitive tools called upon to realise global citizenship's shared enterprise. As argued here, embracing various cultures and inclusive participation can lead to a broader understanding of global citizenship, avoiding narrow-minded views of globalism through shared knowledge and critical practices. Further, self-access provides a cost-effective, technology-mediated alternative to bilateral student mobility, whereby digital community-building occasions cross-cultural practice that may be extended throughout a learner's life, irrespective of their financial status or place of study. This study is one of a select few drawing on the community of practice framework within the context of lifelong global citizenship. Nevertheless, such an approach remains primed for future development. With a social constructivist philosophy in view, the authors suggest complementary qualitative research approaches that highlight the socially situated nature of both disciplines

The Potential of Self-Access Language Centres in Fostering Lifelong Global Citizenship:Towards a Community of Practice Approach

Drawing primarily on the Japanese context, this study aims to highlight this setting to emphasise the potential for tertiary-level self-access language centres to develop lifelong global citizenship, self-reflection and cross-cultural collaboration. This inquiry calls on the community of practice approach to account for the shared interests motivating lifelong cross-cultural participation, the quality of social engagement between actors, and the material and cognitive tools called upon to realise global citizenship's shared enterprise. As argued here, embracing various cultures and inclusive participation can lead to a broader understanding of global citizenship, avoiding narrow-minded views of globalism through shared knowledge and critical practices. Further, self-access provides a cost-effective, technology-mediated alternative to bilateral student mobility, whereby digital community-building occasions cross-cultural practice that may be extended throughout a learner's life, irrespective of their financial status or place of study. This study is one of a select few drawing on the community of practice framework within the context of lifelong global citizenship. Nevertheless, such an approach remains primed for future development. With a social constructivist philosophy in view, the authors suggest complementary qualitative research approaches that highlight the socially situated nature of both disciplines

Assessing the Impact of Study Abroad Programson Japanese Students:A Mixed Methods Research Proposal

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