Working with your own definition of culture, how important do you Dissertation

Working with your own definition of purification, how important do you call back culture is when considering change and innovation - Dissertation ExampleCulture and innovation 3 2.1 Definition of culture 3 2.2 Cultural turn on innovation 4 3. Own teaching situation 6 3.1 Classroom culture in lacquer realities in the classroom 6 3.2 MEXTs Top-down forceful reforms 7 4. Importance of considering culture and the need for innovation 7 4.1 Importance of culture for ELT innovation in Nipponese secondary side of meat education 8 4.2 Why Japan needs such a drastic innovation in English education 8 5. Suggestions for successful implementation of ELT innovation in Japan 8 5.1 Milder implementation of CLT 9 5.2 Adaptation not adoption 9 5.3 Intercultural competency 10 5.4 rehabilitation of yakudoku 10 6. Conclusion 11 References 12 Appendix 14 List of Figures Figure 1 metro to culturally incompatible ELT innovations 4 List of Tables Table 1 High and low context cultures 5 Abbreviations used ALT Assistant lecture Teacher CLT Communicative Language doctrine ELT English Language Training ESL English as a Second Language JET Nipponese Exchange and Teaching (Programme) JTE Japanese Teacher of English MEXT Ministry of Education, Culture, Sports, Science and Technology (of Japan) 1. Introduction Japan has been going through a period of major reforms in English language education over the past two decades with the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) attempting to promote the Communicative Language Teaching (CLT) methodology. ... In the 1989 guidelines, it was declared that the development of students communicatory abilities in English was to become the focus of English language education in Japan (MEXT, 1989). The in vogue(p) reforms in 2008 introduced more drastic reforms favouring the adoption of CLT and instructing Japanese teachers to teach English by employ yet English in class. This innovation is set to be implemente d in senior high schools in April 2013 (MEXT, 2008). CLT is now widely accepted as a dominant methodology in second/extraneous language teaching in the West. But when imported into non-Western countries such as Japan, it has caused confusion and led to immunity by teachers and students alike. As with many other East Asian countries, Japan now faces a queen-size challenge in implementing CLT in actual classrooms (Littlewood, 2007). White (1995 118) asserted that if innovators take the beliefs, values and history of the surround culture into deeper consideration then the positive innovation they propose can usually stand a better chance at long-term acceptance. The discussion of the significance of culture in implementing innovation in English language education in this paper begins with defining culture and describing the characteristics of Japanese culture using the high-low context culture framework developed by Hall (1976). The writers own teaching experience at a senior high sc hool English class in Japan is then draw to provide insight into classroom realities in Japan and the impact of MEXTs reforms. This is followed by an analysis of the cultural influence on innovation and a discussion of how and why culture is an important consideration in English language education in Japan. It is hoped that the suggestions made thereafter will