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Barriers to Effective Team Teaching with ALTs

Page No.: 
74
Writer(s): 
Akiko Kano, Sophia University Junior College Division; Atsuko Sonoda, Sophia University; Daniel Schultz, Shizuoka Salesio; Ayano Usukura, Sophia University; Kiyotaka Suga, Sophia University; Yuriko Yasu, Hitotsubashi University

Reference Data:

Kano, A., Sonoda, A., Schultz, D., Usukura, A., Suga, K., & Yasu, Y., (2016). Barriers to effective team teaching with ALTs. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT.

Assistant language teachers (ALTs) in Japan have played a unique and important role in English education in public schools since the launch of the Japan Exchange and Teaching Program in 1987. After the introduction of foreign language activities for the 5th and 6th grades of elementary school in 2011, ALTs have become a significant presence in both secondary and elementary schools. A large-scale study, based on questionnaires collected from 1,545 ALTs teaching in elementary and junior high schools, highlighted the varied backgrounds of ALTs and the differing conditions they face in English classrooms. Issues that hinder effective teaching by ALTs are also discussed. Considering these barriers to effective team teaching at the elementary and junior high school level, we conclude with recommendations regarding the future of ALTs in Japan.

ALTは日本における英語教育の担い手として1987年のJETプログラム設立以来、独特かつ重要な役割を果たしてきた。2011年より小学校高学年において「外国語活動」が導入されたのを受けてALTの果たす役割は中等教育、初等教育どちらにおいても顕著である。本論では1545人の小学校と中学校で教えるALTに対して行った大規模調査の結果をもとに、調査から導き出されたALTの多様な属性と、小学校と中学校の教室内でのALTの指導形態と役割における差異に焦点を当てる。ALTが日本人教員とのティームティーチングによって、より効果的に小・中学校での英語教育に携わる為にはどのような方策が必要か考察し、提案する。

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