This Handbook providers a refreshed and updated reference work for the next generation of teachers of English at Japanese universities. This guide expands the readership beyond the English language teachers to encompass the growing number of content-specific educators coming to, and already in, Japan who teach the EMI and CLIL courses.
'For those new to Japan, the first experiences of teaching English in Japanese higher education are often fraught with cultural pitfalls and moments of consternation. Wadden and Hale have edited an indispensable guide for both surviving and thriving as an English teacher in Japanese colleges and universities. The chapters of this book have been written by seasoned veterans who on average have taught in Japan for more than twenty years, and cover topics ranging from how to get a job in a Japanese university, to how to better appreciate the dynamics of the classroom and workplace. Readers will gain a deeper understanding of how to approach their classes, their students, as well as how to get along with their Japanese colleagues and administrative staff. This book should be required reading for anyone wanting to teach English in Japanese higher education.' -
Gregory Hadley, Professor of Cultural Studies and Applied Linguistics, Niigata University, Japan and Visiting Fellow, University of Oxford, UK
'If the first edition of this book has been the Bible for those teaching in Japanese universities over the past 25 years, then this new edition will quickly come to be seen as the New Testament. Full of academically-informed insights gleaned from personal (and sometimes painful) experience, it also provides a fascinating record of what has and has not changed in Japanese higher education since the early 1990s.' - Roger Goodman, Nissan Professor of Japanese Studies, University of Oxford, UK
'As a caucasian native-speaker of English and trainer/supervisor of English instructors, of all the interesting and cogent chapters presented in this Handbook I was most struck by Tiina Matikainen's supportive article for non-native speakers (NNS). What I was struck by was the awareness that my younger self was also affected by her "Native Speaker myth" and the "Caucasian halo effect". I have since learned to appreciate the value of NNS, some of whom are among the best instructors I have ever encountered. She makes her case well, and her survey of the "most important characteristics for a good language teacher" is compelling.' - Thomas Pendergast, Professor Emeritus, International Buddhist University (Osaka), Japan
