In This Issue
Articles
This issue contains one full-length research article in English, one full-length research article in Japanese, and a Research Forum article in English. The first, by Leander S. Hughes, Stacey Vye, and Debjani Ray, is a report of a replication study related to the motivation of Japanese university students for learning English. The second, by Yoshida Mami and Aikawa Masao, is a report on changes in teacher identity among students in a teacher training program as a result of teaching experience. The third, by Saki Suemori, is a report on motivation to teach English in Japan. Two themes that thus emerge in this issue are motivation and being an English teacher in Japan.
Reviews
This issue includes reviews of titles suited to job seekers, novice teachers, and early-career researchers, as well as those pursuing and involved in directing professional development. Mayumi Asaba begins with a review of a book looking at teacher expertise, evaluation, and development. Second, Michael Carroll draws on his recent experience in Vietnam to review a title from the Routledge Studies in World Englishes series, which compares professional development in that context with Japan, and to a lesser extent, ASEAN countries. In the third review, Ben Grafström covers Teaching English at Japanese Universities, a fresh and expanded version of the original 1993 handbook. Monica Hamciuc then reviews an edited contribution by prominent Japanese language and discourse analysis specialists, Haruko Minegishi Cook and Janet S. Shibamoto-Smith. Tanja McCandie next takes up a short introduction to the terminology and research into understanding gender and language use in the world. L2 Selves and Motivations in Asian Contexts, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner, is reviewed by Andrew McCarthy. Nicole Moskowitz outlines a practical resource guide for early-stage researchers. In the final review, Sina Takada addresses metalinguistic awareness and second language acquisition from a book of that very title.
From the Editor
As Editor of JALT Journal, I am pleased to announce that we are increasing the word and character limits for submissions. For full-length research articles, the word limit has been increased from 6,000 to 8,000 words. For Research Forum and Perspectives submissions, the word limits have been increased from 3,000 to 4,000 words and from 4,500 to 5,000 words, respectively. For research articles in Japanese, the character limit has been increased from 18,000 characters to 25,000 characters. At JALT Journal, we continue in our commitment to publishing high-quality research that is relevant for language teaching and/or learning in the Japanese context.
—Eric Hauser, JALT Journal Editor
