Perspectives From Japanese Staff in Canadian ESL Schools Regarding Japanese Students’ Groupism

Abstract

The present study, which stems from a critical approach to common perceptions about ESL learners in the TESOL community, examines the perspectives of Japanese-speaking staff in Canadian ESL institutions on their students’ school performance. From September 2003 to April 2004, qualitative data were gathered from 11 staff members through mail survey, on-line communication, and interviews. These voices were found to be instrumental for a contextual understanding of the tendency of Japanese students toward passivity and groupism, which is partly attributable to the interplay between students and the outside world. As an awareness-raising study, it provides a detailed description of the research process.