With the prospect of economic growth, governments in many parts of the world where English is spoken as an additional language have pushed for educational reforms and introduced English at the primary school level. However, the implementation of such reforms along with a general lack of training opportunities available to primary school teachers has caused considerable uncertainty and anxiety among practitioners. This article reports on a small-scale ethnographic case study that explored a Japanese approach to English teaching/learning with the aim of identifying pedagogical practices that nonnative-English–speaking teachers could implement in their primary English lessons. Seven observations, four unstructured interviews, and five semistructured interviews were triangulated to collect data in the Kansai and Tokyo areas over a period of 4 weeks. Findings show that the approach consists of seven distinct stages that not only include a multitude of pedagogical practices but also provide a rich learning environment. Findings further suggest that two practices could be of particular use in primary school contexts: input-focused teaching and theme-based teaching.

中文翻译：

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在小学环境中赋予非英语母语教师权力：民族志案例研究

随着经济增长的前景，世界上许多将英语作为附加语言的地区的政府都推动了教育改革，并在小学阶段引入了英语。然而，这些改革的实施，加上小学教师普遍缺乏培训机会，在从业者中引起了相当大的不确定性和焦虑。本文报告了一项小规模的民族志案例研究，该研究探索了日本的英语教学/学习方法，目的是确定非英语母语教师可以在他们的初级英语课程中实施的教学实践。七次观察、四次非结构化访谈和五次半结构化访谈被三角化，以在 4 周内收集关西和东京地区的数据。调查结果表明，该方法由七个不同的阶段组成，这些阶段不仅包括多种教学实践，而且还提供了丰富的学习环境。调查结果进一步表明，两种做法在小学环境中可能特别有用：以输入为中心的教学和基于主题的教学。