Teachers’ and Parents’ Attitudes towards (Native) Pronunciation and the Part Played by Assistant Language Teachers in English Pronunciation Instruction in Japanese Public Primary and Junior High Schools

In Japan, both teachers and learners of English often aspire to achieve a ‘native-like’ pronunciation. While several studies have highlighted this aspiration as problematic, the perspectives of parents and Assistant Language Teachers (ALTs), who may influence young English learners’ beliefs, remain understudied. This study employs a qualitative research method to examine the perspectives of English teachers, ALTs and parents in Japan regarding English pronunciation. It aims to identify the reasons behind their preference for ‘native-like’ pronunciation. Furthermore, the study explores the role of ALTs in promoting the importance of intelligible pronunciation. Through semi-structured interviews, ten participants share their perspectives and experiences. Using phenomenological analysis, the experiences shaping participants’ beliefs are distilled into ten themes. The findings reveal that deficiencies in English proficiency and confidence, recognition of accented speech, the influence of sound model in educational settings and instances of miscommunication with ‘native’ speakers contributed to Japanese participants’ perceptions of themselves as inferior to ‘native’ speakers. Additionally, teachers’ identities and parents’ scepticism about Japanese English teachers’ abilities reinforced the belief that Japanese-accented English is unsuitable for English teachers. To promote the value of intelligible pronunciation, the teachers and ALTs were required to possess knowledge about the instruction of intelligible pronunciation and recognise the equity of different accents. Although this study’s design does not allow for generalisations, it offers valuable insights for those transitioning from the Nativeness Principle to the Intelligibility Principle, considering social factors and personal experiences.