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The global talent landscape and
the role of the English language
in Japan
Satomi Ura Meisei University, Japan
Content
1.The Concept of Global Human Resource
2. The Role of English as a Lingua Franca
3. Teaching English in Higher Education
4. Data Analysis
5. Conclusion
Concept of global
human resource
Proposals of the Ministry of Economy, Trade and Industry (2011)
Those who are
・ responsible for the globalization of Japanese companies’ business activities
・ active in global businesses
Proposals of the Ministry of Education, Culture, Sports, Science and Technology
Including reinforcement English ability
Global mindedness, understanding and respecting
multiculturalism
High level of foreign language skills
Cross-cultural collaboration and problem-solving
Independent global role identification
Global human resources are defined as
those who possess
1) basic business skills
2) communication skills
3) understanding of different cultures
4) knowledge and expertise
problem-finding and problem-solving skills, teamwork and leadership,
public and ethical awareness, and media literacy
(The Council on Promotion of Human Resource for
Globalization Development, 2011)
Global human resource development
committee, 2010
Criticism for neoliberalist approach
For global education – (Basio 2021)
Pisa
Global competence
Proposals of UNESCO
( UNESCO, 2015)
Global human resources in Japanese context
1. Market oriented approach
2. Global/ Inclusive and peaceful world
Language ideology
Reflect on language education
・ The widespread importance and influence of the English language
culture and education (Kubota 2014)
• The educational model - native speakers
(Silverstein, 1979).
Overview of language
policies affecting English
Native speaker-centered ideology in
English language education policy
(Mizukura, 2020)
How ideologies shape English’s policy and role
Learners’ belief
Persistence to correct English
Lack of global human resources
Research question and objective
How do university’s pedagogical approaches
influence the development of global competencies
in students?
Critical evaluation of the curriculum
Methodology
Ethnographic approach
From an insider's point of view
Multifaced theoretical framework
Sociocultural theory
Communities of practice
Socio Cognitive Career theory
Pedagogical approach
Project based learning
English as a lingua franca
Data collection
Research site / research
participants
International
Studies
Department
Observation
Interviews
Expansion of the
English Language
• Historical context of English expansion
Colonialism, trade, and globalization
English spread ― diversified
Inner circle / outer circle/ expanding circle (Kachru 1992)
World Englishes ― Variety from English
Effects of globalization on English spread
English as an international auxiliary language
English is used in different ways
Situated rather than structures or boundary
English as a lingua franca (ELF)
Mutual understanding in diversity
Influence /pedagogy
Traditional
approach
Audiolingual
Fragmented
four skills
English Pedagogy
Knowledge Actual use
Traditional vs. modern approaches
Pedagogical changes
Active learning
Project based learning
Active learning / project-based learning
Student Engagement
Interactive Techniques: Use of discussions, problem-solving, case studies, role
plays, and group work.
Active learning – available in classrooms
Project based learning
Student-Centered
Real-World Connection: to solve real-world problems
Research and Inquiry
Collaboration: Teamwork and collaborative problem-solving
Theoretical frameworks
• Socio cultural theory
(Vigotsky, 1978; Lantolf & Pavlenko, 2008)
Social interaction / Cultural context in
learning and development
・Communities of Practice (CoPs)
(Lave & Wenger, 1991)
・Socio cognitive career theory
(Bandura, 1997)
Detailed Examples of Pedagogy
Narrative and conversation
analysis
Narrative students’ growth
stories
Conversation analysis –
recorded video data
Two narratives and
performance
Natsu and Tomomi
・English as a lingua franca
English as a tool to present the product.
Meaning making – co-constructed
- socially constructed
・ Communities of practice Knowledge generation
Produce the projection mapping application
Expertise and ideas met and completed the production
In this data, English presentation about product
Natsu’s narrative
• Natsu has worked hard to become an English teacher with a teaching aspiration; In 2019,
she took part in the Ito fieldwork. The fieldwork consisted of developing an application
software to promote Ito (sightseeing place) at the request of the Ito International
Association. In order to deal with Information technology, the international studies
department students needed to work with the Faculty of Informatics. In this project
Natsu was in the projection mapping group. They collected information on sightseeing
resources in Ito, including a “tarai(barrel boat)-riding" race held in Matsukawa, Ito, at the
site.
• The Informatics students and the International Studies Department students discussed
and decided on the selection of materials for the application. The technology they
applied was the projection mapping which project the images on the screen, actually
every objects can be used as a screen.
• From field work experience, Natsu reached understanding how to work with different
major students. She thought it was interesting to feel the difference between themselves,
International Studies Department students were constantly expressing their opinions,
and the Informatics students, who explained mainly about technology.
• One day there was a chance to present the final software product to
the audience which included international participants in the
university. It was difficult to present in English and in a way that was
easy for everyone to understand the product. The software product
technology, function and ideas which was expected to make users
happy. Even after practicing, Natsu got stuck, and her presentation
partner, Tomomi got lost. However, by following up and seeking others
to help, Natsu and Tomomi were able to learn how to give a
presentation of the product.
• Natsu was also enrolled in summer school that year. Natsu was in
charge of accommodations, staying with short-term international
students. At the selection meeting for accommodation representaives,
participants were assigned to discuss international issues and other
topics, which they discussed with a large number of people, and the
topics were difficult for Natsu. In the difficult situation, Natsu did not
give up and managed to speak up somehow, so she did her best.
Natsu being helped
Natsu: What to, if your, if you want to , if you want to be. If you want to be
pink.
Floor: If you wat to wear pink kimono.
Natsu: Yes. (looked audience, clapped her hands) If you want to wear pink
your kimono.
English as a lingua franca
English as a tool to present the product.
Meaning making – co-constructed
- socially constructed
Natsu helping her colleague
Tomomi: … choose a back color, and we can choose a stamp, on the
Yukata ( kimono). Ah, …(8 seconds and eye contacted Natsu, wabbling
her palms)
Natsu: (covering Tomomi’s part) We took the photo, this ice cream,
you can put a stamp on your Yukata.
English as a lingua franca
English as a tool to present the product.
Meaning making – co-constructed
- socially constructed
Communities of practice Knowledge generation
Produce the projection mapping application
Expertise and ideas met and completed the production
In this data, English presentation about product
Language – a tool to explanation of the idea for international audience
Product development process
•Experience – expectation for future
increased optimistic view
because of self efficacy
for the particular things (SCCT)
Curriculum
qualitative
evaluation
Conclusion
Opportunity – real situation
Project based learning
The Global Talent Landscape and Role of English Language in Japan

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The Global Talent Landscape and Role of English Language in Japan

  • 1. The global talent landscape and the role of the English language in Japan Satomi Ura Meisei University, Japan
  • 2. Content 1.The Concept of Global Human Resource 2. The Role of English as a Lingua Franca 3. Teaching English in Higher Education 4. Data Analysis 5. Conclusion
  • 4. Proposals of the Ministry of Economy, Trade and Industry (2011) Those who are ・ responsible for the globalization of Japanese companies’ business activities ・ active in global businesses
  • 5. Proposals of the Ministry of Education, Culture, Sports, Science and Technology Including reinforcement English ability Global mindedness, understanding and respecting multiculturalism High level of foreign language skills Cross-cultural collaboration and problem-solving Independent global role identification
  • 6. Global human resources are defined as those who possess 1) basic business skills 2) communication skills 3) understanding of different cultures 4) knowledge and expertise problem-finding and problem-solving skills, teamwork and leadership, public and ethical awareness, and media literacy (The Council on Promotion of Human Resource for Globalization Development, 2011) Global human resource development committee, 2010 Criticism for neoliberalist approach For global education – (Basio 2021)
  • 7. Pisa Global competence Proposals of UNESCO ( UNESCO, 2015)
  • 8. Global human resources in Japanese context 1. Market oriented approach 2. Global/ Inclusive and peaceful world
  • 9. Language ideology Reflect on language education ・ The widespread importance and influence of the English language culture and education (Kubota 2014) • The educational model - native speakers (Silverstein, 1979).
  • 10. Overview of language policies affecting English Native speaker-centered ideology in English language education policy (Mizukura, 2020)
  • 11. How ideologies shape English’s policy and role Learners’ belief Persistence to correct English Lack of global human resources
  • 12. Research question and objective How do university’s pedagogical approaches influence the development of global competencies in students? Critical evaluation of the curriculum
  • 13. Methodology Ethnographic approach From an insider's point of view Multifaced theoretical framework Sociocultural theory Communities of practice Socio Cognitive Career theory Pedagogical approach Project based learning English as a lingua franca
  • 14. Data collection Research site / research participants International Studies Department Observation Interviews
  • 15. Expansion of the English Language • Historical context of English expansion Colonialism, trade, and globalization English spread ― diversified Inner circle / outer circle/ expanding circle (Kachru 1992) World Englishes ― Variety from English
  • 16. Effects of globalization on English spread English as an international auxiliary language English is used in different ways Situated rather than structures or boundary English as a lingua franca (ELF) Mutual understanding in diversity Influence /pedagogy
  • 19. Traditional vs. modern approaches Pedagogical changes Active learning Project based learning
  • 20. Active learning / project-based learning Student Engagement Interactive Techniques: Use of discussions, problem-solving, case studies, role plays, and group work. Active learning – available in classrooms Project based learning Student-Centered Real-World Connection: to solve real-world problems Research and Inquiry Collaboration: Teamwork and collaborative problem-solving
  • 21. Theoretical frameworks • Socio cultural theory (Vigotsky, 1978; Lantolf & Pavlenko, 2008) Social interaction / Cultural context in learning and development ・Communities of Practice (CoPs) (Lave & Wenger, 1991) ・Socio cognitive career theory (Bandura, 1997)
  • 22. Detailed Examples of Pedagogy Narrative and conversation analysis
  • 23. Narrative students’ growth stories Conversation analysis – recorded video data
  • 25. Natsu and Tomomi ・English as a lingua franca English as a tool to present the product. Meaning making – co-constructed - socially constructed ・ Communities of practice Knowledge generation Produce the projection mapping application Expertise and ideas met and completed the production In this data, English presentation about product
  • 26. Natsu’s narrative • Natsu has worked hard to become an English teacher with a teaching aspiration; In 2019, she took part in the Ito fieldwork. The fieldwork consisted of developing an application software to promote Ito (sightseeing place) at the request of the Ito International Association. In order to deal with Information technology, the international studies department students needed to work with the Faculty of Informatics. In this project Natsu was in the projection mapping group. They collected information on sightseeing resources in Ito, including a “tarai(barrel boat)-riding" race held in Matsukawa, Ito, at the site. • The Informatics students and the International Studies Department students discussed and decided on the selection of materials for the application. The technology they applied was the projection mapping which project the images on the screen, actually every objects can be used as a screen. • From field work experience, Natsu reached understanding how to work with different major students. She thought it was interesting to feel the difference between themselves, International Studies Department students were constantly expressing their opinions, and the Informatics students, who explained mainly about technology.
  • 27. • One day there was a chance to present the final software product to the audience which included international participants in the university. It was difficult to present in English and in a way that was easy for everyone to understand the product. The software product technology, function and ideas which was expected to make users happy. Even after practicing, Natsu got stuck, and her presentation partner, Tomomi got lost. However, by following up and seeking others to help, Natsu and Tomomi were able to learn how to give a presentation of the product. • Natsu was also enrolled in summer school that year. Natsu was in charge of accommodations, staying with short-term international students. At the selection meeting for accommodation representaives, participants were assigned to discuss international issues and other topics, which they discussed with a large number of people, and the topics were difficult for Natsu. In the difficult situation, Natsu did not give up and managed to speak up somehow, so she did her best.
  • 29. Natsu: What to, if your, if you want to , if you want to be. If you want to be pink. Floor: If you wat to wear pink kimono. Natsu: Yes. (looked audience, clapped her hands) If you want to wear pink your kimono. English as a lingua franca English as a tool to present the product. Meaning making – co-constructed - socially constructed
  • 30. Natsu helping her colleague
  • 31. Tomomi: … choose a back color, and we can choose a stamp, on the Yukata ( kimono). Ah, …(8 seconds and eye contacted Natsu, wabbling her palms) Natsu: (covering Tomomi’s part) We took the photo, this ice cream, you can put a stamp on your Yukata. English as a lingua franca English as a tool to present the product. Meaning making – co-constructed - socially constructed
  • 32. Communities of practice Knowledge generation Produce the projection mapping application Expertise and ideas met and completed the production In this data, English presentation about product Language – a tool to explanation of the idea for international audience Product development process
  • 33. •Experience – expectation for future increased optimistic view because of self efficacy for the particular things (SCCT)