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Table of Contents
Intro; Contents; Notes on Contributors; List of Figures; List of Tables; The Scope of Innovation in Japanese Language Education; References; English in Japan in an Era of Global Uncertainty; English as a Global Language; Content and Engagement; English in Japan: Past and Present; A Changing Geopolitical Landscape; References; CLIL in Comparison with PPP: A Revolution in ELT by Competency-Based Language Education; Introduction; Area of Innovation; Impetus for the Innovation; The Context; The Lessons; Overview of the Lessons; Word Variation; Teachers' Questions; Pupils' Language Production
FindingsImplications; Conclusion; References; Innovation in Elementary Classrooms: Integrating the Teaching of English, History and Peace Linguistics; Area of Innovation; Localized Peace Education Content; Specific Attention Given to the Language of Empathy; Collaborative Instruction; Impetus for the Innovation; The Context; Findings; Understanding of Local History and Development of Compassion; Communication in English; Awareness and Use of the Language of Empathy; Awareness of Racial Diversity; Discussion; Implications and Conclusion; References
Inviting Children's Views for Designing Digital Game TasksArea of Innovation; Impetus for the Innovation; Policy and Practice of Primary School English in Japan; Digital Games as Tasks for Foreign-Language Learning; Searching for a Child-Centered Approach to Task Designs; The Context; Participants; Procedures; Step 1: Identifying Game Elements That Engage Learners; Step 2: Identifying Learning Elements That Promote Vocabulary Learning; Step 3: Designing a Digital Game Task; Step 4: Presenting Game Tasks and Conducting Peer- and Self-Evaluation
Step 5: Making a Digital Game and Inviting Children to Evaluate ItAnalysis; Findings; What Worked #1: Identifying Task-Based Game and Learning Elements from the Children's Point of View; What Worked #2: Providing Children with Opportunities for Self-Reflection; Challenge #1: Difficulty Going Beyond Their Experience in Task Designs; Challenge #2: Moving Learning Beyond the Gaming Context; Implications and Conclusions; References; Learning Across Generations: A Small-Scale Initiative; Introduction; The Background and Impetus for Innovation; Educational Reform; The Demographic Shift
The Matsue ContextThe Growth in Tourism; Matsue Kita High School; The Project; The Participants; Stage One: The Seeds of Innovation; Stage Two: 'Active Human Project'; Teachers and/or Learners; Implications; References; It's Your Turn: EFL Teaching and Learning with Tabletop Games; Contemporary Tabletop Games; Impetus for the Innovation; Innovation in Three Contexts; Classroom Context: 'Kotaba Rollers'; An Extracurricular Project: "Game Terakoya"; Self-Access Learning: Tokoha Game Lab; Findings; Kotoba Rollers; Game Terakoya; Tokoha Game Lab; Implications; Game Literacy for Teachers
FindingsImplications; Conclusion; References; Innovation in Elementary Classrooms: Integrating the Teaching of English, History and Peace Linguistics; Area of Innovation; Localized Peace Education Content; Specific Attention Given to the Language of Empathy; Collaborative Instruction; Impetus for the Innovation; The Context; Findings; Understanding of Local History and Development of Compassion; Communication in English; Awareness and Use of the Language of Empathy; Awareness of Racial Diversity; Discussion; Implications and Conclusion; References
Inviting Children's Views for Designing Digital Game TasksArea of Innovation; Impetus for the Innovation; Policy and Practice of Primary School English in Japan; Digital Games as Tasks for Foreign-Language Learning; Searching for a Child-Centered Approach to Task Designs; The Context; Participants; Procedures; Step 1: Identifying Game Elements That Engage Learners; Step 2: Identifying Learning Elements That Promote Vocabulary Learning; Step 3: Designing a Digital Game Task; Step 4: Presenting Game Tasks and Conducting Peer- and Self-Evaluation
Step 5: Making a Digital Game and Inviting Children to Evaluate ItAnalysis; Findings; What Worked #1: Identifying Task-Based Game and Learning Elements from the Children's Point of View; What Worked #2: Providing Children with Opportunities for Self-Reflection; Challenge #1: Difficulty Going Beyond Their Experience in Task Designs; Challenge #2: Moving Learning Beyond the Gaming Context; Implications and Conclusions; References; Learning Across Generations: A Small-Scale Initiative; Introduction; The Background and Impetus for Innovation; Educational Reform; The Demographic Shift
The Matsue ContextThe Growth in Tourism; Matsue Kita High School; The Project; The Participants; Stage One: The Seeds of Innovation; Stage Two: 'Active Human Project'; Teachers and/or Learners; Implications; References; It's Your Turn: EFL Teaching and Learning with Tabletop Games; Contemporary Tabletop Games; Impetus for the Innovation; Innovation in Three Contexts; Classroom Context: 'Kotaba Rollers'; An Extracurricular Project: "Game Terakoya"; Self-Access Learning: Tokoha Game Lab; Findings; Kotoba Rollers; Game Terakoya; Tokoha Game Lab; Implications; Game Literacy for Teachers