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

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David Aline, Kanagawa University; Yuri Hosoda, Kanagawa University


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