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dc.contributor.authorJohnson, Dianeen_NZ
dc.contributor.authorUmeda, Keikoen_NZ
dc.contributor.authorOh, Kyoungjaen_NZ
dc.date.accessioned2020-06-16T23:51:37Z
dc.date.available2017en_NZ
dc.date.available2020-06-16T23:51:37Z
dc.date.issued2017en_NZ
dc.identifier.citationJohnson, D., Umeda, K., & Oh, K. (2017). Teaching English through English: an analysis of a sample of Japanese and South Korean textbooks. The Language Teacher, (41.6), 15–19.en
dc.identifier.issn0289-7938en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13636
dc.description.abstractIn many parts of Asia, the national curriculum for English in schools recommends that teachers should use English as a medium of instruction. We analyzed samples of Ministry of Education-approved textbooks and teachers’ guides produced in Japan and South Korea in order to determine how the authors interpret this recommendation. There were clear indications that they had difficulty in complying with it. The selection, ordering and presentation of materials appeared to be predicated on the assumption that the teachers would use translation as a primary means of conveying meaning. However, the appearance of at least partial compliance was provided by the inclusion in teachers’ manuals of formulaic monologue sections in English which could be used to frame lessons and lesson segments.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherJalten_NZ
dc.rights© 2020 The Language Teacher and the authors.
dc.titleTeaching English through English: an analysis of a sample of Japanese and South Korean textbooksen_NZ
dc.typeJournal Article
dc.relation.isPartOfThe Language Teacheren_NZ
pubs.begin-page15
pubs.editionNovember/Decemberen_NZ
pubs.elements-id218897
pubs.end-page19
pubs.issue41.6en_NZ
pubs.publisher-urlhttp://jalt-publications.org/node/2/issues/2017-11_41.6en_NZ


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