Abstract

This case study is anchored in Japan’s attempts to improve the English communication skills of its students. It analyzes the gap between the Ministry of Education’s (MEXT) policy of Communicative Language Teaching (CLT) and the implementation of that policy in Japanese high school English classes. Using a single instrumental case study design, this research was conducted in a Japanese senior high school in the Chubu region. Evidence was gathered from classroom observations, document analysis, and teacher interviews. Based on the findings, the most obvious lessons are drawn: policy-practice gaps persist, especially in high-stakes exam cultures; teacher agency plays a central role in mediating curriculum reforms; supportive structures like professional development and collaborative teaching are key to effective CLT implementation; cultural and institutional norms must be acknowledged and addressed for sustainable pedagogical change; and hybrid practices reflect adaptation, not failure, and can serve as transitional models toward more communicative classrooms. The results suggest that MEXT should develop policy intents that are a better fit for Japan. Multiple sites, student experiences, and the longterm effects of hybrid pedagogical approaches should all be included in future studies.