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Practicalities of Team Teaching: Recent Research and Experience in Japan

Page No.: 
135
Writer(s): 
Daniel G. C. Hougham, Hiroshima University; Brett R. Walter, Hiroshima University; Aaron C. Sponseller, Hiroshima University

The compulsory introduction of foreign language (English) activities into Japanese elementary schools (ESs) has transformed the Japanese educational landscape in recent years and this transformation is expected to continue with English being allocated considerably more curriculum time in ESs in coming years. A forum at the JALT2016 International Conference was therefore convened to (a) discuss findings from recent research on team teaching including Walter’s survey of preservice homeroom teachers’ perceptions of ALTs and Sponseller’s survey of JTE and ALT role perceptions during preinstructional and postinstructional phases of team teaching; (b) share experiences on what is actually happening in many primary school teaching situations where team teaching is considered impractical and contractually outlawed; and (c) discuss practical, transformational steps that can be taken to support teachers during the transition to more English in ESs. In this paper we report on the new research, experiences, and practical ideas discussed in the forum.

近年日本の教育現場は小学校における外国語(英語)の必修化に伴い大きく様変わりし、これからこの変化は、益々多くの授業時間を英語に充てられることにより大きくなるであろう。JALT2016国際大会でのフォーラムで次のa,b,cについて協議が行われた:(a)Walterによる外国語指導助手受け入れ前の日本人教師の見解を調査したもの、Sponsellerによるチームティーチングに関する指導前、後の日本人教師と外国語指導助手の役割の見解を調査したもの、を含むチームティーチングの調査結果、(b)チームティーチングが非現実的で契約外の内容だと考えられている多くの小学校での実情の共有、(c)小学校のカリキュラムにより多くの英語授業を取り入れるに際し、教師の役に立つ現実的な方法。本論文ではフォーラムで協議された新しい研究や見解について報告する。

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