[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593918-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593918-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teacher-praxis-within-the-communicative-course-of-study-guidelines-in-japan-post-implementation-pedagogy","Teacher Praxis within the “Communicative Course of Study Guidelines” in Japan: Post-Implementation Pedagogy","","This paper examines Japanese teachers’ experiences after the April 2016 full implementation of the Communicative Course of Study Guidelines in high school English. The study involved 21 teachers across varied schools and career stages, analyzing their proficiency and confidence in teaching multiple skills under the new curriculum. It also evaluates workplace pressures shaping pedagogy and whether implementation goals were reached. Findings indicate that newer teachers show willingness to use communicative approaches, yet workplace hierarchy and senpai-kohai culture strongly steer classroom practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-praxis-within-the-communicative-course-of-study-guidelines-in-japan-post-implementation-pedagogy/593918/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teacher-praxis-within-the-communicative-course-of-study-guidelines-in-japan-post-implementation-pedagogy/593918.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about Japanese teachers after 2016?","Question",{"text":63,"@type":64},"It examines teachers’ experiences implementing the Communicative Course of Study Guidelines in high school English after full implementation in April 2016.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many teachers participated, and what range of experience did they have?",{"text":68,"@type":64},"The study explored 21 high school teachers, spanning those who had just begun teaching through those nearing the end of their careers.",{"name":70,"@type":61,"acceptedAnswer":71},"What major workplace factors influenced pedagogy despite the new curriculum goals?",{"text":72,"@type":64},"Workplace hierarchy and the senpai-kohai (senior-junior) culture influenced approaches used in classrooms regardless of what the new curriculum set out to achieve.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593918,1792188657,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","OPEN ACCESS  \nAustralian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal ofApplied Linguistics, 3 (2), 168-182 (2020) [https://doi.org/10.29140/ajal.v3n2.316](https://doi.org/10.29140/ajal.v3n2.316)  \nTeacher Praxis within the “Communicative Course of Study Guidelines” in Japan: Post-Implementation Pedagogy  \nKEVIN BARTLETT a  \na Tottori University, Japan [kbartlett@tottori-u.ac.jp](kbartlett@tottori-u.ac.jp)  \nAbstract  \nIn this paper, Japanese teachers’ experiences under the new communicative course of study guidelines that became fully implemented in April 2016 in the new Japanese high school English Language curriculum,“Communicative Course of Study Guidelines” are examined. The study explored 21 highschool teachers from a variety of schools, and with experience ranging from those who have just begun teaching to those who are reaching the end of their careers. It analysed their proficiency and confidence in teaching various skills, the workplace pressures that shaped their pedagogy within the new curriculum guidelines, and whether their implementation of the new curriculum was achieved. Results show that even though there is a willingness among newer teachers to implement communicative approaches within the high school English classroom, the workplace hierarchy and the culture of senpai-kohai (senior-junior) influenced the approaches they used within the classroom regardless of what the new curriculum sets out to achieve.  \n.  \nKeywords: CLT, teacher praxis, curriculum implementation, hierarchy, Japanese high school   \nIntroduction  \nResearch into both Communicative Language Teaching (CLT) and teacher education in Japan has revealed a diversity of responses from teachers to CLT, both before and during the three-year period from 2013 to 2016 while a new English language curriculum entitled the “Communicative Course of Study Guidelines” was phased in by the Ministry of Education, Culture, Sport, Science and Technology (MEXT) . In general, the results of this research have found negative reactions to MEXT’s determination to introduce this curriculum with a communicative focus (Yokogawa, 2017) . Empirical literature findings have attested to the fact that four main factors, teachers’ English language abilities, the examination system, a lack of practical experience and teacher training, and a lingering Grammar Translation Method (GTM) focus are indicative factors as to why the uptake ofCLT has been limited  \nwithin Japanese EFL classes even in the post-implementation phase of the new study guidelines, which will be discussed in more detail throughout this paper.  \nCommunicative Course of Study Guidelines  \nThe problem of the prevalence of GTM is not unfamiliar to teachers. GTM was identified by Tsukamoto and Tsujioka (2013) as being a standard method of teaching in Japan, and is often referred to as the Yakudoku (“translation-reading”) method. They suggested that in Japan, foreign language classes are mainly taught using GTM as many teachers see it as a proven approach for students to gain high scores on multiple choice questions and reading for information focused tests, as these are the main skills that are tested in both the individual university entrance examinations and centrally administered national admissions examinations.  \nThe effects of GTM were evident prior to and even during the implementation of MEXT’s new English language curriculum, negative reactions to GTM in relation to learner motivation and content retention have been broadly observed in the Japanese EFL classroom. For example, Sakai (2014) stated that GTM contributes to students either dropping out of or losing motivation in English classes because it requires too much preparation and not enough pragmatic usage of English to keep them motivated. In addition, Yokogawa (2017) remarked that students do not have enough time to internalize what they h","cbCaieprlU35rayH","https://ap.wps.com/l/cbCaieprlU35rayH","pdf",466962,15,"English","# Introduction\n## Communicative Course of Study Guidelines\n## Identified limitations to CLT implementation","[{\"question\":\"What does the study investigate about Japanese teachers after 2016?\",\"answer\":\"It examines teachers’ experiences implementing the Communicative Course of Study Guidelines in high school English after full implementation in April 2016.\"},{\"question\":\"How many teachers participated, and what range of experience did they have?\",\"answer\":\"The study explored 21 high school teachers, spanning those who had just begun teaching through those nearing the end of their careers.\"},{\"question\":\"What major workplace factors influenced pedagogy despite the new curriculum goals?\",\"answer\":\"Workplace hierarchy and the senpai-kohai (senior-junior) culture influenced approaches used in classrooms regardless of what the new curriculum set out to achieve.\"}]","Teacher Praxis within the “Communicative Course of Study Guidelines” in Japan: Post-Implementation Pedagogy | PDF",1792078177,38]