Linkage of Foreign Language Education in Japanese Elementary and Junior High School: Focusing on Intercultural Topics in Authorized Textbooks

This study examines how the foreign language (English) curriculum is linked between upper elementary and first-year junior high school students in Japan. To clarify this connection, six types of authorized foreign language textbooks were compared and analyzed from the perspective of intercultural communication. As a result, the linkage of the “Speaking (interaction, production)” section of the curriculum guideline was set as a step-by-step goal for content that had become sufficiently familiar in elementary school language activities, so it was necessary to emphasize presentations in language activities in elementary schools. In elementary school foreign language authorized textbooks, various countries appeared, conscious of English as an international language, and many intercultural topics such as national flags, scenery, meals, and buildings were covered. The publisher that made the textbooks with the widest intercultural communication in mind was Keirin-gwan. In addition, in the six types of middle school 1st grade authorized textbooks, the number of topics on foreign countries and other cultures decreased significantly compared to elementary school, and other culture topics were used in more purposeful intercultural communication scenes than in elementary school. Finally, the digital textbook for educators by Tokyo Books was helpful to teachers as it allowed students to encounter real other cultures along with authentic videos of English-speaking countries. If teachers used the various other cultures and inevitable scenes of intercultural communication that could not be conveyed through textbooks alone, they could lead to a very deep understanding of other cultures and serve as materials for speaking (production). It is thought that teachers will deepen their understanding of other cultures related to foreign language education and lead to the foundation of intercultural communication by using foreign countries or other culture topics in foreign language classes. This is where teacher competence is demonstrated.