This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the practices of teachers and their assistants involved in plurilingual education in the first longitudinal exploration in the Japanese context.
This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the practices of teachers and their assistants involved in plurilingual education in the first longitudinal exploration in the Japanese context.