MEMBERS’ VOICES

Prumel Barbudo
Matsue College of Technology
prumelb[at]gmail[dot]com

Toward Learner Development: Embracing Adaptationand Exploration in a Japanese Educational Environment
My journey toward fostering learner autonomy and development unfolds within the unique context
of a purely Japanese environment. Emphasizing the importance of English instruction conducted in
English, I have encountered numerous challenges along the way, yet I recognize these as integral
components of the academic journey.
I teach in one campus of the National Institute of Technology (“Kosen”), which is implementing anew English curriculum as part of the Global Engineer Development Project. The ultimate goalof this project is the internationalization of the college and the production of engineers withstrong global competence. Among the 55 colleges, mine was among the few that the Ministry ofEducation, Culture, Sports, Science, and Technology (MEXT) granted this project. In my position, I
prioritize the cultivation of practical communication skills. I teach classes such as Practical English
Communication and Practical Engineering English, which utilize active learning approaches such as
project-based learning, task-based learning, and CLIL (Content and Language Integrated Learning).
In addition to my teaching role, I oversee the Global Commons, a place where I provide English
study support and assist students studying abroad. I also organize international exchange events
to promote cross-cultural understanding.
Upon joining this institution, my vision was clear: to instill a culture of English immersion, advocating
for an English-only policy to facilitate linguistic proficiency among students. However, navigating
this path in an environment entrenched in Japanese instructional norms presented significant
hurdles. Students, accustomed to hours of English instruction conducted mostly in Japanese, initiallystruggled to adapt to this paradigm shift. Their hesitancy to embrace English as the primary medium
of instruction hindered the realization of my goals, prompting a reassessment of my approach.
With 22 years of teaching experience in EFL and ESL contexts, I steadfastly avoid using students’native language (L1) for instruction, even with college-level students averaging 200 to 300 TOEIC
scores. My commitment to English immersion stems from the belief that L1 use diminishes language
acquisition effectiveness. I believe that students need sufficient exposure to and opportunities forboth receiving and producing English. The English classroom is the primary avenue for students toapply the language. Thus, instructors should prioritize establishing a linguistically immersive learning
environment. However, merely transitioning from the learners’ native language (L1) to the target
language (L2) does not address the challenge adequately (Shibasaki, 2020). Instead, instructors
need to shift from using Japanese to employing English as the medium of instruction. Additionally, if
instructors hesitate to utilize the target language, effective teaching and learning outcomes may becompromised. Therefore, creating English-rich environments fosters linguistic competence vital for
academic and professional success.
Teaching English for Specific Purposes (ESP) in my context poses a distinct set of challenges. For
one, in my context, English classes are predominantly taught using the grammar-translation method.
While the purpose is pragmatic, aiming to yield results in national and university examinations and to
facilitate classroom management, this approach proves detrimental to students’ English proficiency
in the long run. English instruction still reflects elements of traditional approaches, emphasizingLEARNING LEARNING『学習の学習』31(2)14MEMBERS’ VOICES

grammar, reading, and writing over productive English skills like oral communication. As a result,English teachers often rely heavily on Japanese in their instruction. Reforming this deeply entrenchedacademic culture is imperative, both in my context and nationwide.
Another challenge is the students’ varying English proficiency levels. In my case, where I teach40 students in a class, quality language instruction may be hampered, and thus students enter
ESP classrooms with diverse levels of proficiency. This heterogeneity demands adaptive teachingapproaches that cater to the individual learning needs of students, requiring instructors to employ
differentiated instruction strategies to ensure meaningful learning outcomes for all learners.
Compounding these challenges was the reliance on student evaluations, which often failed to capture
the nuances of effective teaching in a bilingual setting. Despite my frustration with the feedback, I
recognized the importance of constructive criticism in refining my pedagogical strategies. Feelingisolated in my advocacy for an English-only approach, especially amidst colleagues who predominantly
used Japanese in English classes, intensified my sense of professional solitude. Students tend to favor
instruction in Japanese rather than engaging in English-mediated communication, but I remained
resolute in my commitment to effecting positive change, even in the face of minimal support from bothcolleagues and administrators. As a newcomer, I have confronted significant challenges aligning withstudent expectations and adjusting my teaching methods accordingly. Reflecting on this, I recognize theneed to delicately balance tradition and innovation in my approach.
In response to the prevailing circumstances, I tried translanguaging as a pragmatic solution. Creeseand Blackledge (2015) adopt a common definition of translanguaging as an instructional strategy
in which two or more languages are used alongside each other, in this case, L1 (Japanese) andL2 (English). A recent systematic review of 10 eligible studies on pedagogical translanguaging
concludes that the efficacy of pedagogical translanguaging in enhancing language proficiency,
particularly in the target language, lacks clarity regarding its ability to demonstrate substantive
improvements in learning outcomes (Huang & Chalmers, 2023).
In the classroom, translanguaging represents a commonsense approach to language instruction.
However, I have noticed through official classroom observations of my colleagues that it is frequently
misapplied, with teachers relying excessively on Japanese rather than the target language during
instruction. While the use of the native language can serve as a bridge to comprehension, anoverreliance on Japanese may inadvertently hinder students’ immersion and fluency development inEnglish. Moreover, the direct translation of expressions from Japanese to English may lead to a loss ofnuance and cultural context, impeding students’ understanding of the subtleties and intricacies of the
English language. This practice poses a notable drawback, potentially leading students to disengage
from English instruction and prioritize comprehension solely in Japanese, thereby undermining theprimary objective of fostering English language proficiency.
Still, I recognized the need to meet students halfway while striving to maintain the integrity of mypedagogical philosophy. While this departure from my initial vision was met with internal conflict, I
witnessed tangible improvements in student participation as a result.
Amidst the compromises made, I found solace in the efficacy of certain adaptations. Integrating
movement-based activities into the curriculum proved instrumental in stimulating cognitive engagement
and bridging the gap between theory and practice. Likewise, establishing clear class routines andprocedures fostered a sense of security and belonging among students, enhancing their overall
confidence and participation.
Expanding upon the challenges and successes encountered in this journey, I find that the intersectionof cultural norms and pedagogical ideals provides a rich tapestry for exploration. The initial resistanceto an English-only policy highlighted the deeply ingrained nature of traditional instructional methods
within the institution. It became apparent that bringing about meaningful change would require anuanced approach, one that balanced ideological principles with practical realities.

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LEARNING LEARNING『学習の学習』31(2)MEMBERS’ VOICESIn grappling with the limitations of student evaluations, I came to appreciate the need for a more
holistic understanding of teaching effectiveness. While student feedback is undoubtedly valuable,
it must be complemented by peer observations, self-reflection, and objective measures of student
learning outcomes. By broadening the scope of assessment, we can ensure a more comprehensive
and accurate evaluation of pedagogical practices.
The adoption of translanguaging, albeit reluctantly, represented a pivotal turning point in my approach
to instruction. While initially perceived as a compromise, it ultimately proved to be a valuable tool for
bridging linguistic barriers and fostering inclusivity in the classroom. By embracing students’ nativelanguage as a means of scaffolding learning, and not heavily relying on it, I was able to create a
supportive environment where all voices were heard and valued.
Looking ahead, I am optimistic about the transformative potential of ongoing collaboration and dialogue
within the educational community. By sharing insights, exchanging best practices, and embracing
innovation, we can collectively shape a more dynamic and responsive learning environment. While theroad ahead may be challenging, it is through perseverance, adaptability, and a shared commitment toexcellence that we can pave the way toward a brighter future for learner development in a Japanese
educational environment.

REFERENCES

Creese, A., & Blackledge, A.. (2015). Translanguaging and identity in educational settings. Annual
Review of Applied Linguistics, 35, 20–35. https://doi.org/10.1017/S0267190514000233
Huang, X., & Chalmers, H. (2023). Implementation and effects of pedagogical translanguaging
in EFL classrooms: A systematic review. Languages, 8(3), 194. https://doi.org/10.3390/
languages8030194
Shibasaki, T. (2020). Appropriate L1 and L2 use in EFL classroom–Promoting greater second
language use. 言語メディア教育研究センター年報 , 49–56. https://www.kandagaigo.ac.jp/kuis/cms/
wp-content/uploads/2018/04/2020_03.pdf

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