Point to Point: Some Comments on "Team-Teaching in Japan: The Koto-Ku Project"

Page No.: 
239
Writer(s): 
Lynn Stein, International Christian University

In his paper, "Team-Teaching In Japan: The Koto-Ku Project,"
(JALT Journal 11[1), pp. 68-77), Peter Sturman has presented a
clear picture of both the Koto-ku Project and some of the problems
faced by teachers in team teaching situations in Japan. I would
agree that the project represents a successful example of a program
which is "quite different to most situations in Japan" (p. 69).
However, because of its uniqueness, it is important to point out to
teachers not familiar with the various "native speaker in the
classroom" (NSIC) programs throughout Japan that some elements
which have proven successful in the Koto-ku Project may not
necessarily be appropriate or transferable to other projects. This
paper, based on my two and one-half years experience teaching in
a junior high school NSIC program in Tokyo, will point out three
areas of difference---organization and aims, teaching, and measurement
of "success" -between the Koto-ku Project and the "oneshot,"
where students and native-speaker teachers (NSTs) see each
other only one time. Additionally, it will question some of Sturman's
suggestions for the roles of native speaker teachers and
Japanese teachers (JTs).

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