Sharing vulnerability through Tohjisha-kenkyu: Towards English teachers as communication experts in school

Abstract

　　One implication of the goal to develop communicative language ability in English language education is that English teachers should be more effective communication experts than teachers of other school subjects. However, it is highly questionable whether English teachers in general are recognized as such. There is a need to better define the concept of communicative language ability so that English teachers can be great communicators not just in classroom English,but also in school settings where teachers are having a hard time to communicate with students, parents and colleagues. In this paper, we report on the implemention of Tojisha-kenkyu, which is a community-based method of study by and for challenged persons, with prospective English teachers before graduation from university. We show that Tojisha-kenkyu expanded their concept of communicative language ability, particularly the ability to share their vulnerability, irrespective of their human relationships established prior to this study. We also demonstrate that they were able to partially deconstruct their image of 'ought-to self' and showed some signs of help-seeking preferences. We anticipate that this study will help English teachers realize their potential to be more valuable teachers of communication in the school community.