Japanese Physical Education Teachers’ Positioning in Teaching Physical Education Classes Including Japanese Language Learners in Middle Schools

The purpose of this study was to describe and explain Japanese physical education (PE) teachers’ positioning in teaching and assisting Japanese Language Learners (JLLs) in middle school PE classes. We used a descriptive-qualitative design and conducted semi-structured interviews with six Japanese middle school PE teachers to understand their challenges in teaching JLLs, specifically regarding communication, maintaining a safe learning environment, and integrating JLLs into their classes. Three major interrelated and complex themes emerged from the data analysis: (a) teachers’ negotiation of their position between “facilitator” and “teacher” in class (b) teachers’ positioning through the use of instructional aids for JLLs, and (c) teachers’ dilemmas concerning equity- and equality-based assessment and evaluation for JLLs. The findings suggest that teachers may benefit from supplemental training and instructional materials regarding pedagogical approaches, instructional aids, and assessments that enhance the quality of instruction and strengthen teachers’ capacity to meet JLLs’ unique needs in PE.