scholarly journals An Investigation of Five Japanese English Teachers' Reflections on Their U.S. MA TESOL Practicum Experience

2000 ◽  
Vol 22 (1) ◽  
Keyword(s):  
English Teachers ◽  
Practicum Experience ◽  
Japanese English

scholarly journals Role Controversy among Team Teachers in the JET Programme

2004 ◽  
Vol 26 (2) ◽  
pp. 223 ◽  
Author(s):  
Sean Mahoney
Keyword(s):  
High School ◽  
Negative Pressure ◽  
English Teachers ◽  
Senior High School ◽  
English Teaching ◽  
General Classroom ◽  
Using Data ◽  
Japanese English

This article attempts to identify and clarify incongruous and problematic perceptions of team-teachers' roles held by JET Programme Assistant English Teachers (AETs) and their Japanese English-teaching colleagues (JTEs). Confusion over who should do what, and especially the frustration resulting from belief conflicts between team teachers, produces negative pressure on partners that could be detrimental to English lessons and general classroom atmospheres. Using data collected from long-answer sections of a nationwide questionnaire involving over 1,400 junior and senior high school educators, the author investigates discord found between and within AET and JTE groups at both levels. While respondents generally concurred on the main (i.e. top three) roles expected of themselves and their partners, discrepancies did arise regarding other, less commonly perceived roles. 本稿はJETプログラムの英語指導助手（AET）と日本人英語教師（JTE）によるティームティーチング（TT）授業において、両者の役割に関する問題や齟齬を指摘し、詳述するものである。英語の授業におけるそれぞれの担当内容、特に教育方針の違いから生じる不満が積もると、両者に否定的なプレッシャーを与え、教室内の雰囲気に悪影響を及ぼすことになるだろう。中学校・高等学校で教えている全国1,400名以上の英語教師からの自由記述データを利用して、筆者がAET集団とJET集団間、及び、それぞれの集団内部の問題を検討する。全般的に、回答者からは各々のパートナーに期待されている主要な役割分担に関して共通の認識を持っている割合が高かったが、双方に差異が見られる場合、役割に関する共通認識の割合が低い傾向があった。

scholarly journals Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers

2004 ◽  
Vol 26 (2) ◽  
pp. 245 ◽  
Author(s):  
Keiko Komiya Samimy ◽  
Chiho Kobayashi
Keyword(s):  
Second Language Acquisition ◽  
English Education ◽  
Native Speaker ◽  
Communicative Competence ◽  
English Teachers ◽  
Current Status ◽  
Ministry Of Education ◽  
Intercultural Communicative Competence ◽  
Curricular Innovation ◽  
Japanese English

Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education. １９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。

scholarly journals Pronunciation Goals of Japanese English Teachers in the EFL Classroom: Ambivalence Toward Native-like and Intelligible Pronunciation

2020 ◽  
Vol 44 (1) ◽  
pp. 3-9
Author(s):  
Yoko Uchida ◽  
Junko Sugimoto
Keyword(s):  
Preservice Teachers ◽  
English Learners ◽  
Native Speakers ◽  
English Teachers ◽  
Lingua Franca ◽  
Strong Belief ◽  
Efl Teachers ◽  
Training Courses ◽  
Accented English ◽  
Japanese English

While there is a general concurrence among researchers that mastery of “intelligible pronunciation” should be the goal of English learners, the notion does not seem to be widely shared among non-native EFL teachers, who often hold the strong belief that teachers should sound like native speakers. To investigate the underlying reasons for this, we conducted an essay survey with 16 Japanese preservice teachers after having them read articles relevant to intelligible English and English as a lingua franca. The preservice teachers displayed ambivalence between native English pronunciation and Japanese-accented English. Some also had misunderstandings concerning “intelligible pronunciation.” Limited communication experience in monolingual classrooms may have prevented them from imagining what type of pronunciation is necessary. We propose that intelligible non-native English samples be presented to preservice teachers in training courses to help them establish their concept of “ideal” pronunciation, which can serve as a model for their future students. 研究者の間では、英語学習者は「明瞭度の高い発音」の習得を到達目標とするべきであるという考え方が一般的である。しかし、その考え方は非母語話者の英語教員の間では広く共有されておらず、教員は母語話者のような発音でなければならないと強く信じていることが多い。その背景にある理由について調査するために、16名の英語教員志望者に対して「明瞭度の高い英語」と「国際共通語としての英語」に関する論文記事を読んでもらった後に、エッセイによる調査を行なった。教員志望者達は、英語母語話者の発音と日本語の痕跡が残った発音に対して葛藤する気持ちを示した。また、「明瞭度の高い発音」という概念について誤解している者もいた。教員と生徒が同じ母語を共有する教室内で英語による意思疎通を行なうという限定的な経験しかないため、どのような種類の発音が必要であるのか想像できなかったのかもしれない。教員志望者自身が、将来生徒達のモデルとなれるよう、自身にとっての「理想の」発音を身につけることが必要である。そのために、非母語話者の発音であっても明瞭度の高い英語の実例を聞く機会を増やすなど、教員養成の過程における工夫を提案したい。

Pre-Service English Teachers' Perception of the Practicum Experience

2019 ◽  
pp. 302-318
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Primary Education ◽  
Quantitative Study ◽  
English Teachers ◽  
Teaching Skills ◽  
Student Empowerment ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
School Based ◽  
Practicum Experience ◽  
Future Work

The aim of the research is to explore pre-service teachers' perceptions of a school-based practicum experience as part of their training as future teachers. To achieve the goal of the research, a quantitative study is employed. The sample is composed of a total of 113 pre-service teachers studying the last year of the Degree in Primary Education: English ranging in age from 22 to 48. To operationalize the variables and collect the data, the researchers use a questionnaire. On analysing the results, the investigators highlight that pre-service teachers are quite satisfied with the experience, the majority of them consider this practice brings them the opportunity to observe the real context in which they will develop their future work, and to put into practice what they have acquired. The experience contributes to student empowerment in learning since they have the opportunity to manage different lessons and demonstrate their teaching skills.

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