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ELT Journal 1999 53(2):92-99; doi:10.1093/elt/53.2.92
© 1999 by Oxford University Press
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Articles

Innovative curricula in tertiary ELT: A Japanese case study

Gregory S. Hadley

MA in TEFL/TESL from the University of Birmingham, and is an Associate Professor of English at Nagaoka National College of Technology. His research interests include data-driven learning and cross-cultural research using personal construct repertory grids. His publications include papers in Classroom Teacher and Classroom Research (Griffee and Nunan, Tokyo: JALT), The Journal of Psycholinguistic Research (Plenum Publishing), and RELC Journal (SEMEO). E-mail: <sasadango{at}nagaoka-ct.ac.jp>

Since the Japanese Ministry of Education took its historic decision to do away with tertiary-level general education requirements, new and innovative ELT curricula have begun to surface in colleges and universities across Japan. This paper examines some of these new curricula, and considers a number of issues which may need to be addressed if the current educational trend in Japan is to thrive well into the next century.


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