English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change

Abstract This paper reports on the perspectives of English language teachers and teacher educators most recent education policy curriculum reform in Japan, implemented preparation for hosting 2020 Olympic Paralympic Games Tokyo. Previous research has comprehensively analysed how ideologies based national imaginaries, native-speakerism deficit views Japanese teachers’ pedagogy practice continue to frame debates about Japan. Through select thematic episodes derived from interview data with practitioners located this brings into focus who articulated insightful counter-positions taken-for-granted understandings effective use teaching. The authors argue that order effect a paradigm shift global education, Japan internationally, it is important incorporate critical examination challenge augment prevalent tropes teaching learning. concludes implications addressing policy-practice theory-practice divides education. It argues continued engagement educator an space bringing transformation pedagogical change at grass-roots level classroom.