Self-Perceptions of Teacher Autonomy Within a Standardised English Language Program at a Japanese University

Relay Journal ◽  
2019 ◽  
pp. 257-270
Author(s):  
Peter Harrold ◽  
Andrew Gallacher
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Teacher Autonomy ◽  
Language Program ◽  
Japanese University ◽  
Self Perceptions ◽  
Professional Freedom ◽  
English Language Teachers ◽  
Standardized Curriculum ◽  
Freedom And Responsibility

Teacher autonomy relates to the teacher’s capacity, freedom and responsibility to self-direct and self-reflect on choices that affect their role as a teacher. This study takes a two-fold approach in examining (1) the degree to which English language teachers in a university in Japan felt autonomous whilst adhering to a standardized curriculum, and (2) how teachers that self-identified as having a significantly higher degree of autonomy than their colleagues continued to find ways to exercise it in this context. The first stage utilized the Teacher Autonomy Scale (TAS). Then in stage two interviews were conducted with teachers who had reported the greatest level of autonomy on the TAS. The findings from the research suggest that teachers are still able to create spaces to express their autonomy within a standardised curriculum through processes of supplementation or modification, which may be motivated by either feeling a responsibility to offer their students more, or a desire for professional freedom and confidence in using their own discretion.

scholarly journals Japanese University Students’ Study Habits

2019 ◽  
Vol 2018 (1) ◽  
pp. 153
Author(s):  
Lauren Landsberry
Keyword(s):  
English Language ◽  
Junior College ◽  
Private University ◽  
Independent Study ◽  
Study Habits ◽  
Language Teachers ◽  
New Techniques ◽  
Japanese University ◽  
Japanese Students ◽  
English Language Teachers

As English language teachers, we are constantly learning and adapting new techniques with the goal of making our lessons more effective. However, there is much less of a focus on what students are doing outside the classroom and few research studies have looked at Japanese students’ independent study habits. When and where do our students study, and what methods do they use? Knowing the answers to these questions can help us to enrich our students’ education by making the homework we give them more effective and meaningful. I present the results of an anonymous questionnaire that was administered to more than 600 tertiary students across a junior college, a private university, and a public university. In discussing the study habits of Japanese students, I hope to help English teachers be better prepared to facilitate their students’ learning both inside and outside the classroom. 英語教師として、我々は絶えず新しい指導技術を学び適合し、学習者にとって指導をより効果的で有益なものにしようと試みている。しかしながら、日本人の学習習慣や授業外での英語学習についての研究はあまり見当たらない。いつどこで学習者は学び、どんな方法を使っているのか。これらの質問への回答を知ることで、指導方法の種類や内容、家庭学習課題を多様にし、質を豊かにすることができるであろう。本論文では、高等教育を受けている学生への匿名アンケート結果を提示し、短大、私立大学、国立大学に在籍する日本人学生の学習習慣について論じる。この情報により、英語教員が自らの指導方法を振り返る一助となれば幸いである。

scholarly journals How Effective is the Assessment Component of a Customized CLIL Program?

2021 ◽  
Vol 13 (2) ◽  
pp. 241-287 ◽  
Author(s):  
Ali Işık
Keyword(s):  
Integrated Assessment ◽  
English Language ◽  
Language Teachers ◽  
Research Approach ◽  
Mixed Method Research ◽  
Integrated Learning ◽  
Language Program ◽  
Positive Attitudes ◽  
English Language Teachers

Considering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a tool for the integrated assessment of language and content. Data were obtained by a mixed-method research approach from 525 university freshman students and 17 English language teachers via questionnaires and follow-up interviews with the teachers and the students. The results indicated that both the students and the teachers developed positive attitudes towards the assessment component of content and language integrated learning. The assessment component was also found to be an adequate tool for the integrated assessment of content and language.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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