Relational Art-Informed Learning in English for Global Communication Education : A Japanese Higher Education Context

Takatama, Miyoko and Saunders, Murray (2025) Relational Art-Informed Learning in English for Global Communication Education : A Japanese Higher Education Context. PhD thesis, Lancaster University.

Text (2025takatamaphd)
2025takatamaphd.pdf - Published Version
Download (2MB)

Abstract

Grounded on Social Practice Theory and employing multi-mixed methods research (MMMR), this study aims to identify essential capacities for global communication (GCCs), effects of relational art-informed learning (RAIL) on student practice of the GCCs, and implications of the above results to an English language education programme at a Top Global University in Japan. Based on a systematic synthesis of English as a global language research, the study identifies seven GCCs in three functional categories: Translanguaging, Knowledge Contribution, Digital Communication, Navigation through Conceptualisation and Application as strategic GCCs, Translingual Identity Development and Relationship Building as comprehensive GCCs, and De/Re-Construction of Symbolic Power as the fundamental GCC. The synthesised quantitative and qualitative data shows that RAIL has strong effects on student practice of Relationship Building and De/ReConstruction of Symbolic Power, with Knowledge Contribution and Navigation through Conceptualisation and Application as key strategic GCC practices. Through RAIL, the students wove their daily, essentially translingual/transmodal relational communication practices into formal English language education, creating a social interstice that is open to both formal education and their communication practice. On the other hand, RAIL is limited in expanding Digital Communication, which needs a specific instructional attention, and Translanguaging, which requires a lingua-culturally diverse learning environment. Implications of this study to the English language education programme is to enact translingua-cultural learning and relational communication across the programme. The enactment will foster student capacities for global communication by dynamically decentring and recentring different lingua-cultures while learning. It will also enable collaboration between programme members to realise the faculty’s fundamental humanistic education principle in English language classrooms beyond the pursuit of management efficiency.