Top-Down Education Policy and Bottom-Up Parents' Perspective: The Case of English Education in Japan

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-3 - Current Issues in International Educational Policy and Politics

Abstract

This study examined recent changes to Japan’s national language education policy and
parents’ sensemaking about those changes. Drawing on sociocultural/neo-institutional theory, the
study employed a basic qualitative approach. Data collection included 3 semi-structured
interviews and open-ended survey responses from 23 parents, as well as analyses of policy documents and news reports. Findings suggest that many parents valued language/English education, but did not think that schools were capable of providing communicative competence,
the newest English education policy goal. Parents’ life course -- including their background experiences with language/foreigners, ages of their children, and local school contexts -- and other educational policies/practices (such as high school entrance exams) impacted their sensemaking about the new national policy.

Authors

• Jinmyung Choi, University of Missouri - Columbia

• Carol Lickenbrock Fujii, University of Missouri - St. Louis

• Lisa M. Dorner, University of Missouri - Columbia