Summary

In light of these circumstances, how can the teachers create and establish a classroom environment that enhances learning and student satisfaction? In other words, what can be considered ‗good teaching practice‘ in this context? The data implied that a flexibility to adjust to the context was important. Private EFL classes in Japan demand their own teaching approach. Holliday (1996) argued that each English language classroom with its complexity and variety needs to be investigated to find a teaching approach that fits the context. Bax (2003) postulated that there had been a neglect of contextual issues in teaching approaches. He saw an assumption in English teaching that methodology was the key and context was of secondary importance. He argued for a different mentality:

Surely a key to good teaching is understanding and being able to analyze and reflect on culture, the classroom, the pupil‘s needs and so forth. (p. 282)

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Each situation is different. Patrick articulated this when talking about the difference in teaching approaches he perceived were needed in Japan and the Middle East:

For a successful classroom in Japan, in the Middle East it is the exact opposite so the teaching techniques in both countries are very much different. P1

To be able to take into account the sociocultural aspects, adjust accordingly and create a positive successful learning environment, experience in and knowledge of this context was important. Senior (2006) found a similar principle in her research. Experienced teachers, she concluded, have a firm experimental foundation, a developed knowledge base to know the specific needs of their classes and what works and does not work in their classes. They go through a process of adjustment and can eventually use what can be called a class-centered approach. This approach is based on the teacher‘s perception of what is best for the class at any given time. McKay (2002, p. 116) expressed similar sentiments when she suggested there was no best method for each context but instead the most important factor in selecting an appropriate teaching approach was the teacher‘s ―sense of plausibility‖. This sense of plausibilitywas affected by the teacher‘s experiences and knowledge of the context.

This means a shift away from solely methodology-driven or language-driven approaches. Instead the teacher needs to respond to the realities of the situation. This is not an original idea. As mentioned, Bax (2003) urges a paradigm shift to place a priority on the context, while Senior (2002, 2009) advocates a class-centred approach and Holliday (2005) argues for learner-centeredness approaches based on contextual issues, to name a few.

The data suggests that the experienced teachers in this study did adjust to find a teaching approach that fitted the situation. This created tensions, such as catering to the students‘ wants as paying customers over what the teachers thought was needed. For example, reflecting on his approach George stated there was a difference between what was considered a ‗good lesson‘ and what he did to try and keep his students happy (4.2.2). However, the adjustment did produce comfortable learning environments that keep the students coming back.

This process occurred naturally through trial and error. New teachers fought with the context (4.2.6). Patrick stated new teachers needed a mentor to show them the ―dos and

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don‘ts‖ (4.2.6). What is apparent is that teachers need to go into eikaiwa classrooms equipped to deal with the situation. This means an awareness of the context and the flexibility to adjust. Teacher training should prepare teachers for this reality.

5.2 The classroom culture

In this human social context the participants created their own unique type of interaction and relationships. Despite the varied goals, motivations, beliefs, differing past experiences and cultural perceptions between the teachers and the students, they are brought together under the umbrella of learning and teaching a foreign language. The classes were casual, relaxed learning environments where relationships were formed, influenced by the sociocultural aspects and largely restricted to the classrooms. The term ‗sociopedagogical relationships‘ is used here to describe the unique type of relationship between the participants and ‗classroom practices‘ found in the classes. Both teachers and students had vested interests to create a positive learning environment so there was an endeavour to make interpersonal connections between the participants. Sowdon (2007, p. 308) found the same in his studies:

success as a teacher does not depend on the approach or method that you follow so much as on your integrity as a person and the relationships that you are able to develop in the classroom. The ability to build and maintain human relationships in this way is central to effective teaching.

From both the teachers‘ and students‘ perspective, the maintenance of positive relations between members was an important part of the classroom.

In my study, the data revealed this endeavour for connections was an important element in the development of a classroom culture that generally overcame the obstacles inherent in interacting in such a context. If we focus on the teacher-student relationship, research indicates that in the absence of shared cultural experience there are possibilities of misunderstanding, error and bias (Bennet, 1998; Hall, 1998; Shah, 2004). The eikaiwa classroom in other words is an intercultural setting. However there was a mutual understanding that had developed between participants on how to interact and behave in the classroom. The data doesn‘t show an intercultural utopia, as there were misunderstandings (see 4.4.2); however, it reveals a negotiated space that was mutually inclusive for all parties.

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The classroom practices that were used and the sociopedagogical relationships formed were familiar for the participants with understood rules and routines. It can be further represented by the diagram in Figure 5.1 presented below.

Figure 5.1: The influences that affect behaviour and the relations formed in the classroom