In light of globalization, the demands for multicultural coexistence within Japan’s public education system have become increasingly prominent. Drawing on the teacher’s profound insights derived from her distinct roles as an educator, former learner, and parent, this study transcends a conventional case study by revealing how these unique perspectives enrich and redefine teacher agency. Utilizing Bronfenbrenner’s ecological systems theory as a theoretical framework, the study analyzes the dynamic interplay between individual efforts and institutional support across micro, meso, and macro levels. The findings reveal that the teacher’s reflective practices and proactive curriculum and language support initiatives significantly contribute to fostering multicultural coexistence and improving the learning environment within the international class. Furthermore, the study underscores the capacity of educators to leverage their diverse experiences to implement flexible and effective teaching practices, even amid inadequate institutional frameworks. By highlighting these insights, the research offers valuable implications for future educational policies to accommodate cultural and linguistic diversity and promote intercultural competence in Japan’s evolving public education landscape.
Yuki Otsuki (Fri,) studied this question.