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Lynsey Helen Mori
Department Kyoto University of Foreign Studies Department of British and American Studies, Faculty of Foreign Studies Position Assistant Professor-lecturer |
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| Language | English |
| Publication Date | 2022/11 |
| Type | Academic Paper |
| Peer Review | Peer reviewed |
| Title | How Social-Emotional learning improves the Japanese English education system. |
| Contribution Type | Single author |
| Journal | Global Journal of Foreign Language Teaching |
| Journal Type | Another Country |
| Publisher | Global Journal of Foreign Language Teaching |
| Volume, Issue, Page | 12(4),pp.267--276 |
| Total page number | 9 |
| Authorship | Lead author |
| International coauthorship | International coauthorship |
| Author and coauthor | Mori, L. |
| Original author(s) | Mori, L. |
| Details | The pedagogical concept of social-emotional learning has been embraced in the west but resistance in terms of the current Japanese educational system and in particular the lack of transition between K-12 and university, a difference in thinking style, identified cultural prejudice, and gender inequality are discussed in this literature review. |
| DOI | https://doi.org/10.18844/gjflt.v12i4.6956 |