ABSTRACT

This chapter illustrates various experiences of engagement in journal writing as a forum for reflection by Japanese in-service high school teachers of English, based on a study conducted by the author under a different name. The study showed that journal writing, with its multifaceted aspects, gave teachers diverse opportunities for reflection, which will be explained in relation to the Japanese cultural concept of kotodama. Kotodama illustrates the significance of verbalising one's inner thoughts. The chapter focuses on the concept of kotodama in communication conventions among the Japanese. It talks about the study with a group of practising Japanese high school teachers of English to explore their engagement and experience in reflective practice. The chapter illustrates the findings from five teachers, Ken, Kyoko, Sara, Yoko, and Miki, in their engagement in journal writing. In the journal keeping, the teachers were offered a choice of language for the entry, either in Japanese or in English.