The complexity of silence in Japanese classrooms: Teachers’ perspectives

Abstract

This article explores the phenomenon of Japanese university students' silence in English classrooms. Through qualitative interviews with both native English-speaking (NES) and native Japanese-speaking (NJS) teachers in Japanese universities, the study highlights cultural and pedagogical perceptions that shape the students' classroom silence. The findings indicate that Japanese students' silence does not necessarily signify non-participation; it reflects a distinct cultural approach to learning and engagement. Influenced by Western educational norms, NES teachers tend to equate participation with verbal output, potentially misinterpreting Japanese students' silence as disengagement. In contrast, NJS teachers recognize silence as a valid form of participation within Japanese educational settings. The study emphasizes the importance of culturally responsive teaching practices that accommodate diverse forms of participation, challenging conventional Western paradigms. By understanding and respecting the cultural and pedagogical differences in the classroom, teachers can better support Japanese students' learning experiences in English language classrooms.