Abstract
This paper tests the heuristic power of Cultural Historical Activity System Theory (CHAT) to analyze the implementation of residential learning communities, known as Themed Houses, at an English medium of instruction liberal arts college in Japan. The study examines the practice of implementation from the point of view of administration, faculty supervisors and the student residents. It identifies contradictions arising from the dynamic activity systems that mediate the implementation of Themed Houses, examines how these contradictions have been or could be resolved, and then develops generalizable findings that can be used by other colleges that may be considering similar initiatives.
