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Parrish, T. B., Merickel, A., Pérez, M. E., Linquanti, R., Socías, M., Spain, A. K., Speroni, C., Esra, P., Brock, L., & Delancey, D. (2006). Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-Year Evaluation (Final Report for AB 56 and AB 1116). American Institutes for Research.

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• TITLE: Navigating Policy and Culture: A Guide to Understanding Japanese Students’ Participation in EFL Classrooms

  AUTHORS: Adam Crosby

  KEYWORDS: Cultural Pedagogy, Japanese EFL, Participation, Silence

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.16 No.1, February 27, 2026

  ABSTRACT: Silence in Japanese English as a Foreign Language (EFL) classroom is a culturally and socially mediated phenomenon that challenges Western pedagogical assumptions equating verbal participation with engagement and competence. In Japan, students’ silence often reflects attentiveness, respect, careful consideration, and adherence to social and classroom hierarchies, rather than disengagement or lack of proficiency. Rooted in high-context communication, collectivist values, and hierarchical norms such as the sempai-kohai system, Japanese learners prioritize group harmony and social appropriateness over individual expression. Turn-taking, listening practices, and nonverbal behaviors further exemplify culturally specific communicative strategies. Traditional teacher-centered pedagogy and exam-oriented education reinforce these patterns, even as curricular reforms promote communicative language teaching (CLT) and English as a Medium of Instruction (EMI). Understanding the cultural, social, and educational underpinnings of silence enables educators—particularly native English-speaking teachers—to interpret student behavior accurately and design culturally responsive instructional strategies that foster effective participation and intercultural communication.