Beliefs and Practices of Writing Instruction in Japanese Elementary Schools

Author(s)

Lucy K. Spence, University of South Carolina - ColumbiaFollow

Document Type

Article

Subject Area(s)

writing; Japanese schools

Abstract

Focusing on writing instruction within an era of international curricular reform, this study analysed classroom observations, educator interviews, and documents related to Japanese elementary writing instruction. A deductive approach using discourses of writing framework and an inductive approach to Japanese cultural practices uncovered beliefs and practices of writing instruction. Discourses of writing such as skills, creativity, process, genre, and social practice were found within cultural practices such as repetition, experience, and inner-most heart. These discourses influenced Japanese writing instruction, yet also created tension between cultural practices and current reform efforts aimed at expression and independent thinking.

Publication Info

Published in Language, Culture and Curriculum, ed. Durk Gorter, Volume 31, Issue 1, 2018, pages 56-69.

© Language, Culture and Curriculum 2018, Taylor & Francis.

Spence, L.K., & Kite, L. (2018). Beliefs and Practices of Writing Instruction in Japanese Elementary Schools. Language, Culture and Curriculum, 31(1), 56-69. https://doi.org/10.1080/07908318.2017.1338296

Rights

© Language, Culture and Curriculum 2018, Taylor & Francis.

Spence, L.K., & Kite, L. (2018). Beliefs and Practices of Writing Instruction in Japanese Elementary Schools. Language, Culture and Curriculum, 31(1), 56-69. https://doi.org/10.1080/07908318.2017.1338296