scholarly journals Teachers’ Attitudes to Team Teaching in Japanese Elementary Schools

2019 ◽  
Vol 2018 (1) ◽  
pp. 109
Author(s):  
Frances Shiobara ◽  
Keiko Sakui
Keyword(s):  
Elementary Schools ◽  
Team Teaching ◽  
English Education ◽  
Language Teachers ◽  
School Level ◽  
Secondary School Level ◽  
Teachers Attitudes ◽  
Homeroom Teachers ◽  
The Impact ◽  
Japanese English

Team teaching (TT) has been playing an important role in Japanese English education, especially at the secondary school level, since it started over 30 years ago (Reed, 2016). With the expansion of English education at the elementary school level, the impact of TT on English teaching is going to be even greater. This paper explores the current practices in TT by interviewing teachers who have been participating in it in elementary schools. The interviews offer insights from the different perspectives of homeroom teachers (HRTs), Japanese teachers of English (JTEs), and assistant language teachers (ALTs) to show how TT has been conducted in practice. The results imply that TT is a complicated system in which the roles of the three types of teachers are intertwined and are not necessarily clearly defined. The paper offers suggestions for optimizing educational outcomes within the system of TT. ティームティーチング（TT）は、日本の中高等学校の英語教育において３０年以上大切な役割を果たしてきた（Reed, 2016）。小学校の英語教育の早期化・教科化にともない、TTはこれまで以上に重要な意味を持つと考えられる。本研究は、小学校での英語教育に携わっている小学校学級担任（HRT）、日本人英語教師（JTE）、外国語指導助手（ALT)にインタビューを行い小学校でのTTに関する実践報告を行う。インタビューの分析結果によると、TTはそれを担当する異なる教員の役割が必ずしも明確ではないため複雑なシステムになっていることが明らかになった。これらを受けてTTにおいて教育的効果を上げるための実践的示唆を提示する。

scholarly journals Relating the Slovenian secondary school English language national examinations to the CEFR: findings and implications

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 293-308
Author(s):  
Gašper Ilc ◽  
Andrej Stopar ◽  
Veronika Rot Gabrovec
Keyword(s):  
Secondary School ◽  
English Language ◽  
English Education ◽  
School Level ◽  
External Assessment ◽  
National Examination ◽  
Technical Schools ◽  
Secondary School Level ◽  
Vocational Courses ◽  
The Impact

The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical secondary schools, vocational-technical schools, and vocational courses) and the General Matura (for general secondary education programmes). The focus of the paper is on the interpretation of the findings of the project, the significance of relating the aforementioned exams to the CEFR, the implications of project results for future language test development and, most importantly, the impact of the findings on the development of secondary school-level English education programmes in Slovenia.

scholarly journals Building Healthy Communities: Creating Policy to Sustain Health-Related School Change

2018 ◽  
Vol 13 (3) ◽  
pp. 176-190
Author(s):  
Erin Elizabeth Centeio ◽  
Jeanne M. Barcelona ◽  
Kristen Kaszeta ◽  
Nate McCaughtry
Keyword(s):  
Elementary Schools ◽  
School Change ◽  
School Intervention ◽  
School Level ◽  
Healthy Communities ◽  
School Based ◽  
Control And Prevention ◽  
Health Related ◽  
Evidenced Based ◽  
The Impact

Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as well as proposed changes made as part of a sustainability plan. Findings indicated that evidenced-based tools can spur awareness of the need for health-based school change among administration, which in turn can prompt the adoption of school-level adherence policies. The intersection between school-based health policy and community-based youth programs is explored as an important part of comprehensive youth health promotion.

scholarly journals ANALYZING THE IMPACT OF TEACHING METHODS TOWARDS STUDENTS’ ATTITUDES AND THEIR ACHIEVEMENTS IN MATHEMATICS AT SECONDARY LEVEL

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Lubna Shaheen, Aliya Ayub, Khadija Kareem
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Attitude Scale ◽  
School Level ◽  
Single Subject ◽  
Achievement Level ◽  
Secondary School Level ◽  
Students Attitudes ◽  
The Impact ◽  
Support Students

Mathematics is a vital subject and it considered as the key to development in society. In the development and enhancement of society Mathematics has play a forthright act from pre-historic period to the present. It is essential to provide clear concepts of Mathematics to Students because at secondary school level every single subject has a connection with Mathematics and support students to grasp the concepts of supplementary subjects too. The purpose of this study was to describe the teaching methods and the relationship between students’ attitude and their achievement in Mathematics at Secondary School Level. The data was collected from the questionnaire to be filled by the Mathematics teachers of class 9th. Secondly, a survey (Fennema Sharman attitude scale) of students’ attitude towards Mathematics was carried out and an achievement test was conducted to assess the achievement level of students in the subject of Mathematics. The data was analyzed statistically. Findings show that teachers are using traditional methods of teaching Mathematics which are not that much useful for students to change their attitude in Mathematics and increase their achievement also.  

scholarly journals Considerations for activity and task selection in Japanese elementary school English communication lessons

2010 ◽  
Vol 34 (1) ◽  
pp. 25
Author(s):  
Richard Sampson
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Language Teachers ◽  
School Level ◽  
Boards Of Education ◽  
Ministry Of Education ◽  
Sports Science ◽  
English Classes ◽  
Education Culture ◽  
Homeroom Teachers

Early in 2008 the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) revised its course of study, with the introduction of a period of Foreign Language Activities (FLA) in the 5th and 6th grades of elementary school (MEXT, 2008). Although the widespread implementation of FLA will gradually be effected through 2011, predating this, research suggests that around 94 percent of elementary schools had already been undertaking ‘English’ activities as part of ‘International Understanding’ (IU) studies (Benesse, 2007). Despite these figures, there has, to date, been a relative lack of concrete direction from MEXT, leading to a diversity of programs developed by individual district boards of education or schools, with a variety of conceptions of IU by Japanese homeroom teachers and assistant language teachers (Watanabe, 2006b). It is amidst this environment that the current paper will review the proposed purposes of English classes at the elementary school level, and, drawing upon this background, provide an outline of a range of concepts teachers should bear in mind when selecting activities or tasks for these lessons. 2008年の初頭、文部科学省は新学習指導要領を発表し、小学校5、6年生に外国語活動を導入するとした。外国語活動は2011年までに広範囲で実施されるであろうが、これに先駆け、約94％の小学校では既に国際理解教育の一環として英語活動を導入しているとの調査結果が出ている。この数値にもかかわらず、現時点では外国語活動に関する文部科学省からの具体的な指示が欠けている。これにより、日本人担任教師やALTは国際理解教育に対して多様な考えを持ち、各地域の教育委員会や各学校の裁量で様々なプログラムが開発されているのである。本論では、小学校での英語教育に対して提案された目標を検討し、教師が指導内容を選択する際に意識すべきことを概観する。

scholarly journals Teachers’ Knowledge Regarding Children’s Health at the Elementary School Level

2021 ◽  
Vol 14 (1) ◽  
pp. 93-110
Author(s):  
Naila Sadaf ◽  
Afshan Huma
Keyword(s):  
Elementary Schools ◽  
School Health ◽  
Health Program ◽  
School Level ◽  
Health Issues ◽  
Major Health ◽  
Knowledge And Skills ◽  
School Health Program ◽  
Research Questions ◽  
The Impact

This article is based on one of the research questions in a larger study that aimed to assess the impact of the school health program at elementary schools in Punjab, Pakistan. It explores whether the school health program was helpful in enhancing teachers’ knowledge regarding major health issues among school children - anaemia, iron deficiency, malnutrition, asthma and breathing problems, and seasonal illness. The study revealed some significant findings, which are discussed with reference to the previous literature; conclusions are reached and recommendations given to improve teachers’ knowledge and skills for improving school health.

scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

scholarly journals ELF AWARENESS FOR TEACHER EDUCATION IN ITALY: ATTITUDES AND ACTIONS

2020 ◽  
Vol 1 (65) ◽  
pp. 69
Author(s):  
Enrico Grazzi ◽  
Lucilla Lopriore
Keyword(s):  
English Language ◽  
Native Speaker ◽  
English Language Teaching ◽  
School Level ◽  
Authentic Materials ◽  
Assessment And Evaluation ◽  
Material Development ◽  
Teacher Survey ◽  
Teachers Attitudes ◽  
The Impact

<span lang="EN-GB">The spread of English as the world's primary lingua franca (ELF) poses some challenging questions about the impact of ELF on English language teaching (ELT). The gap between the dominance of native-speaker oriented institutional curricula and the emergence of variable, context-bound forms of English in multilingual and multicultural communicative settings is plain to see, opening up an opportunity for researchers to explore new directions in which future studies might be heading in order to implement an ELF-aware pedagogic approach to English.  The aim of this article is to analyse a selection of relevant data that have been collected through a teacher survey on the state of the art as regards ELT. The survey was administered in Italy (mainly at upper and lower secondary school level). In particular, the authors focus their attention on issues such as </span><span lang="EN-GB">learners’ errors, standard and non-standard English models, teachers’ attitudes and beliefs, the use of authentic materials, the encouragement of learners’ creativity, learner assessment and evaluation.</span><span lang="EN-GB"> This study, part of an Italian national research project, has been carried out by one of the three teams constituting the study group, the one from Roma Tre University, whose main objective is to take into consideration the changing scenario of Global Englishes and open new paths to revisit teachers', learners' and publishers' beliefs and offer possible perspectives about classroom practices, assessment and evaluation, and material development.</span>

scholarly journals Team Teaching Participation Patterns of Homeroom Teachers in English Activities Classes in Japanese Public Elementary Schools

2006 ◽  
Vol 28 (1) ◽  
pp. 5 ◽  
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Elementary Schools ◽  
Team Teaching ◽  
Classroom Interaction ◽  
Ministry Of Education ◽  
Teaching English ◽  
Sports Science ◽  
Public Elementary Schools ◽  
Education Culture ◽  
Homeroom Teachers ◽  
Teaching Implications

Since Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology (MEXT)) introduced its new course of study guidelines, most public elementary schools now offer English Activities classes, mostly classes team-taught by the homeroom teacher (HRT) and an assistant language teacher (ALT). Although team teaching has received a lot of attention in Japan, there are few studies on team teaching at elementary schools. This observational study examines the interaction among HRT, ALT, and students, with a focus on HRTs’ participation patterns in the interaction. The data come from six team-teaching English Activity classes in five randomly selected public elementary schools. The data revealed four observable ways HRTs participated: by being (a) a “bystander,” (b) a “translator,” (c) a “co-learner” of English, or (d) a “co-teacher.” The various participation patterns exhibited by the HRTs affected the classroom interaction in distinct ways. Teaching implications for both experienced and novice teachers are discussed. 「総合的な学習の時間」が本格的に開始されて以来多くの公立小学校で英語活動が導入されてきた。多くの学校では学級担任と外国人指導助手のティームティーチングによる授業を行っている。日本ではティームティーチングという言葉をよく耳にするが、小学校におけるティームティーチングの研究はまだ進んでいない。本稿では、学級担任、外国人指導助手、児童の英語活動授業における相互行為を検証し、学級担任の相互行為への参加パターンについて考察する。本研究では公立小学校５校６教室における英語活動を分析した。分析の結果、学級担任は(a) 傍観者、(b) 通訳、(c) 生徒 (d) 教師、として授業に 参加していたことがわかった。また、学級担任のそれぞれの授業参加パターンは教室内相互行為の軌道に様々な影響を与えていることがわかった。学級担任と外国人指導助手は今後どのようにティームティーチングを進めていくべきなのかについて示唆する。

scholarly journals The Impact of Language Policy in the Basic Education Core Curriculum in Thailand

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Khattiyanant Nonthaisong ◽  
Miguel Mantero
Keyword(s):  
Secondary School ◽  
Language Policy ◽  
Teaching Practices ◽  
English Language ◽  
Core Curriculum ◽  
School Level ◽  
Case Study Methodology ◽  
English Language Policy ◽  
Secondary School Level ◽  
The Impact

Over the last 10 years, much research has been completed in the area of English language policy in Thailand. The majority of studies have focused on the pedagogy and methods involved in the teaching practices of Thai EFL educators at primary school level (Prapaisit de Segovia & Hardison, 2009; Tongpoon-Patanasorn, 2011) and secondary school level (Darasawang & Watson Todd, 2012; Nonkukhetkhong, Baldauf, & Moni, 2006). The present study delves deeper into teaching practices and addresses how English language policy is perceived and interpreted at the classroom level through the practices of Thai English teachers in a rural government secondary school in the northeast part of the country. To date, there is only one study which examines the impact of English language policy in the core curriculum on the teaching practices of EFL teachers at both primary and secondary school level has been completed (Fitzpatrick, 2011).In an effort to frame the present study, we apply Hornberger’s (2006) integrative framework as an attempt to support case study methodology. This approach provided us the opportunity to research “one or more instances of a phenomenon in its real-life context that reflect the perspective of the participants involved in the phenomenon” (Gall, Gall, & Borg, 2007, p. 447). And, it offered a grounded view of how this English language policy is being enacted in Thailand.

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