Intercultural competence for non-Japanese language teachers in Japan: A case study approach.
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概要
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This paper is structured into three primary sections. The first, which comprises a case study of one specific school, is by far the longest. The second section consists of a discussion of selected theories of intercultural competence. The third of these three sections is the one in which a direct effort is made to bridge the theory of the second section to the practice that was examined in the study. Two points about the content of these last two sections need to be articulated from the outset: Firstly, the word "other" will be used in the same sense that Edward Said uses it in Orientalism(Said,1978). Secondly, the terms " cross-cultural effectiveness" and "intercultural competence" will be used synonymously. Since the educational practice being studied in this paper is specific to one particular school, the question of generalizability is a pertinent ones. Is it possible to generalize the data informally collected at one private language school to Japanese language education as a whole? While it is most certainly not scientifically, or quantitatively, possible to do so, Japan is widely considered to be relatively homogenous society (Fanjoy, 1999). Given this cultural homogeneity, an attempt will be made to reveal how the culturally-ordained mindset of Japanese employees in the case study school is at least partially reflective of, and in keeping with, that of other Japanese educators. From this researcher's perspective, however, making generalizations based on a single case study is a purely speculative endeavor, one which cannot be considered as authenticated in the field.
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