This paper considers the issue of classroom language policy in the context of an EFL environment. Specifically, it focuses on the context of university settings in Japan. Using a semi-structured format, I interviewed ten university teachers about their principles and practices concerning both teachers’ and students’ L1 use. Policies ranged from those requiring strict L2 only classrooms to those allowing students to use the L1 whenever they needed. The policies of most teachers were not constrained by any institutional requirements or particularly influenced by critical pedagogy or any language learning theory. Rather, they tended to be determined by pragmatism, individual beliefs and personality. この論文では、EFL環境というコンテクストにおける教室内での言語使用の方針について考察する。とりわけ、日本の大学環境というコンテクストに焦点を置く。半構造的インタビューを用いて、教員と学生の第一言語の使用について10人の大学教員に彼らの理念と実践について尋ねた。彼らの言語使用の方針は、第二言語のみの教室を厳密に求めるものから、学生の第一言語の使用を必要である時には認めるものまで、多岐に渡っていた。ほとんどの教員の方針は大学側の要求により強制されたものでも、とりわけ批判的教育学や言語学習理論により影響されたものでもなかった。むしろ、実用的理由、個人的信念、性格により決定される傾向にあった。

SummaryRemission is a new research outcome indicating long-term wellness. Remission not only sets a standard for minimal severity of symptoms and signs (resolution); it also sets a standard for how long symptoms and signs need to remain at this minimal level (6 months). Individuals who achieve remission from schizophrenia have better subjective well-being and better functional outcomes than those who do not. Research suggests that remission can be achieved in 20–60% of people with schizophrenia. There is some evidence of the usefulness of remission as an outcome indicator for clinicians, service users and their carers. This article reviews the literature on remission in schizophrenia and asks whether it could be a useful clinical standard of well-being and a foundation for functional improvement and recovery.

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