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When Public Education Meets Educational Business: A Case Study of a Newly Employed Assistant Language Teacher

Writer(s): 
Yoichi Sato, The University of Tokyo

 

This study addresses four cases in which a newly employed Assistant Language Teacher (ALT) encountered intercultural conflict outside the classroom in a non-teaching context. As a Japanese teacher of English in a junior high school, I observed many situations where an ALT’s course of action was misinterpreted by Japanese teachers and resulted in the ALT being regarded as a troublemaker. However, a considerably different interpretation can be placed on the ALT’s course of action when observed from non-Japanese perspectives. This study analyzes the causes of such troubles through four narrative-based case studies. It also provides some insight on how to mitigate such issues not only for Japanese teachers of English, but also for ALT haken companies. 
 
本研究は新任のAssistant Language Teachers (ALTs)が日本の公立学校に勤務する際、教室外、及び教務外のコンテクストで直面する問題を4つの事例研究を通して取り上げる。著者は以前公立中学校で英語教師として勤務していたが、日本の教育現場に不慣れなALTが取る行動が度々日本人教員によって問題行動と解釈される事例に遭遇した。しかしながら、ALTの観点からは、また違った意見が提示された。そこで、本研究は新任のALTが日本の教育現場で直面するであろう4つの事例を体験談として取り上げ、その原因を分析し、その分析結果に基づき、日本人英語教師だけでなくALT派遣会社に対しても示唆を与えることを目的とする。
 
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