• Readings and Assignments: (9) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169
• Concepts: Halliday 1994 BANA (ESL) vs. TESEP (EFL) approaches to culture

For Dunnett: Are the techniques describe on p. 148ff applicable to English education in Japan? Why or why not? Do you agree that "most if not all of the materials used in language teaching convey cultural biases"? (p. 153) Why or why not? Do the teaching materials you generally use when teaching or studying English show similar aspects to those listed on p. 154? Give Examples.

For Hughes: Look at the 8 techniques on p. 167. Which have you used in teaching or studying English? What were the results? Which do you think are most useful for teaching culture? Why?

(9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129

• Concepts: the culture of learning; CLT
• Discussion questions:

How would you describe the culture of learning in Japan? What about in the West, if you have experience? Have you experienced different cultures of learning at different schools? In different classes within a school? How much does the culture of learning in your environment influence the way you teach or study English? Does the culture of learning influence communication styles as shown in Table 5.2, or vice versa? How do you see the connection between national identities and individual differences as mentioned on p. 106?

What is CLT in its strong and weak varieties? Do you think the CLT methodology expected by the Monbukagakusho ("Japanese with English abilities") is influenced by Inner Circle countries, as implied on p. 111? Do you think CLT methodology is appropriate for Japan? Why or why not?

• Discussion questions: How would you describe the culture of learning in Japan? What about in the West, if you have experience? Have you experienced different cultures of learning at different schools? In different classes within a school? How much does the culture of learning in your environment influence the way you teach or study English? Does the culture of learning influence communication styles as shown in Table 5.2, or vice versa? How do you see the connection between national identities and individual differences as mentioned on p. 106? What is CLT in its strong and weak varieties? Do you think the CLT methodology expected by the Monbukagakusho ("Japanese with English abilities") is influenced by Inner Circle countries, as implied on p. 111? Do you think CLT methodology is appropriate for Japan? Why or why not?