This book reveals the underlying connections among global issues, national policy-making, and local practices related to partnership, or team-teaching, in English language lessons in the Japanese Junior High School context. It investigates the complex relationship among team-teachers, students, and wider stakeholders, such as the local Board of Education, Ministry of Education and other non-educational influences at the political, social and economic levels. The book offers essential knowledge for scholars, students and policy makers who are interested in, or have experienced, team-teaching in the Japanese school context. Additionally, team-teaching in English classrooms is widely implemented not only in Japan, but also other Asian countries. Similar types of joint instruction are also seen in collaborative teaching in British schools and in European schools in which Content and Language Integrated Learning (CLIL) has been carried out. In this sense, this study into the particular Japanese context provides both valuable insights into the multi-layered influences on Japanese secondary school English education, and also a model of research methodology into team-teaching contexts in wider contexts.