Being a kakekeshi

a case study of the link between teacher beliefs and student engagement

Research output: Contribution to journalArticle

Abstract

Schools and universities frequently struggle to nourish sustained language learning in their advanced students. There is limited research investigating the elements of effective teaching, which particularly support advanced language learning performance. This article investigates the apparent effect of language teacher beliefs in shaping development of advanced student performance on a Japanese speech-writing task in the Australian senior secondary school context. It is informed by both the analysis of a narrative written by the teacher and data collected in students’ engagement with the task. It seeks to highlight the active role of teacher beliefs conveyed to students in contributing to advanced achievement in Japanese language learning.
Original languageEnglish
Pages (from-to)9-12
Number of pages4
JournalThe language teacher
Volume41
Issue number1
Publication statusPublished - Jan 2017

Keywords

  • teacher education/development
  • Japanese language learning

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