Chapter 3. Pedagogical Grammar Under Pressure: Narratives of Two Kikokushijo Teachers
Satomi Hosoi and Aiko Minematsu
Abstract
Through collective autoethnography, the authors explore their experiences of teaching English in secondary schools in Japan after growing up in the United States and Japan. The findings revealed distinct trajectories in their identity and beliefs as students but also shared struggles and strengths as teachers in enacting teaching beliefs grounded in their transnational and multilingual experiences. The chapter identifies key features of the secondary school context that contributed to their ambivalence and self-doubt as novice teachers and discusses specific ways in which transnational and multilingual teachers can utilize their hybridities as resources for language teaching.
About the authors
Satomi Hosoi 細井里美 is a full-time English teacher at Toyo Eiwa Junior and Senior High School. She was born and raised in New Jersey, United States, and on returning to Japan, she entered Nanzan Kokusai Junior and Senior High School, which was a school in Aichi prefecture exclusive to returnee students. She obtained a BA in foreign studies and an MA in TESOL from Sophia University. Her research interests include Japanese returnees’ English education in Japan, language use, and identity.
Aiko Minematsu 峰松愛子 is a Lecturer at the Center for Language Education and Research at Sophia University in Tokyo. She holds an MA in TESOL from Teachers College Columbia University and a PhD in Curriculum, Instruction and Science of Learning from State University of New York, University at Buffalo. Through research and practice, she explores narrative and autoethnographic methods for teacher and learner development, and her research interests include multilingual and intercultural practices in language teaching. She has co-translated the Japanese version of the international bestseller, Third Culture Kids: Growing Up Among Worlds, and has co-authored book chapters and journal articles in both English and Japanese.
Citation
Hosoi, S., & Minematsu, A. (2026). Pedagogical grammar under pressure: Narratives of two kikokushijo teachers. In A. Minematsu, R. Ikeda, & M. Yazaki (Eds.), Beyond kikokushijo: Teaching English in Japan after growing up between languages and cultures (pp. 47–74). Candlin & Mynard. https://doi.org/10.47908/47/3
Through collective autoethnography, the authors explore their experiences of teaching English in secondary schools in Japan after growing up in the United States and Japan. The findings revealed distinct trajectories in their identity and beliefs as students but also shared struggles and strengths as teachers in enacting teaching beliefs grounded in their transnational and multilingual experiences. The chapter identifies key features of the secondary school context that contributed to their ambivalence and self-doubt as novice teachers and discusses specific ways in which transnational and multilingual teachers can utilize their hybridities as resources for language teaching.
About the authors
Satomi Hosoi 細井里美 is a full-time English teacher at Toyo Eiwa Junior and Senior High School. She was born and raised in New Jersey, United States, and on returning to Japan, she entered Nanzan Kokusai Junior and Senior High School, which was a school in Aichi prefecture exclusive to returnee students. She obtained a BA in foreign studies and an MA in TESOL from Sophia University. Her research interests include Japanese returnees’ English education in Japan, language use, and identity.
Aiko Minematsu 峰松愛子 is a Lecturer at the Center for Language Education and Research at Sophia University in Tokyo. She holds an MA in TESOL from Teachers College Columbia University and a PhD in Curriculum, Instruction and Science of Learning from State University of New York, University at Buffalo. Through research and practice, she explores narrative and autoethnographic methods for teacher and learner development, and her research interests include multilingual and intercultural practices in language teaching. She has co-translated the Japanese version of the international bestseller, Third Culture Kids: Growing Up Among Worlds, and has co-authored book chapters and journal articles in both English and Japanese.
Citation
Hosoi, S., & Minematsu, A. (2026). Pedagogical grammar under pressure: Narratives of two kikokushijo teachers. In A. Minematsu, R. Ikeda, & M. Yazaki (Eds.), Beyond kikokushijo: Teaching English in Japan after growing up between languages and cultures (pp. 47–74). Candlin & Mynard. https://doi.org/10.47908/47/3
Information About the Book
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Title: Beyond Kikokushijo: Teaching English in Japan After Growing Up Between Languages and Cultures
Editors: Edited by Aiko Minematsu, Risa Ikeda, and Maki Yazaki Publication date: September 20th, 2026 Read more...Read more... |