Leveraging Diversity and Inclusivity in Japanese Teacher Community in an American High School District

Authors

  • Yo Azama Salinas Union High School District

DOI:

https://doi.org/10.5195/jll.2020.135

Abstract

In this modern society, a successful team is defined by how well it embraces inclusivity and diversity practices. In order to build a community in which such practice is the norm, first we must establish the environment where each team member can bring his thoughts without fear of judgement, suspension of her own perceptions, seek opportunities to stretch perspectives, and equity of voice is ensured. Such a professional learning community requires clear purpose, shared values, and mindful meeting facilitation. The success of a PLC results in the team's collective efficacy as Albert Bandura defines "a group's shared belief in its conjoint capability to organize and excute the courses of action required to produce given levels of attainment" (1997). We must pay close attention to how to establish a PLC that is inclusive and seeks diverse viewpoints, and cultivates our inner selves while developing communication skills to understand and be understood.

Author Biography

Yo Azama, Salinas Union High School District

After teaching Japanese in K-12 for 25 years, Yo Azama serves as Lead Instructional Coach for Salinas Union High School District in California. He also teaches a World Language Teaching Method course at California State University, Monterey Bay. He was the 2012 ACTFL Language Teacher of the Year.

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Published

2020-09-25

Issue

Vol. 54 No. 2 (2020): Japanese Language and Literature

Section

SPECIAL SECTION LANGUAGE AND PEDAGOGY

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