Venema, J. (2007). Professional Learning Communities: A model for curriculum reform in Japan?

This paper discusses the potential of Professional Learning Communities (PLCs) as a means for renewing language programs at universities in Japan. PLCs are an organizational theory for schools based on research in both the corporate and educational fields. Specifically this paper seeks to address what PLCs are, whether they are really new, and whether they are realistic or appropriate in the Japanese tertiary context. PLCs are characterized by three key ideas: a focus on learning rather than teaching, an emphasis on a culture of collaboration, and a focus on individual results. While there appears to be little revolutionarily new about any single component of PLCs, it would probably be difficult to find many language programs that incorporate all of its aspects. While PLCs may offer a promising model for reform, the ultimate effectiveness and appropriateness will depend on the specific educational context. Any judgement regarding PLCs requires further research.

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