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An Exploratory Study of Japanese EFL Teachers' Kokoro

An Exploratory Study of Japanese EFL Teachers' Kokoro
Author: Shigeru Sasajima
Publisher: LAP Lambert Academic Publishing
Total Pages: 300
Release: 2014-03
Genre:
ISBN: 9783659482519
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I, as a teacher researcher, would like to argue that the exploration of language teacher cognition is important for all language teachers to develop their professional teaching knowledge and skills. This book explores that Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education, which is called JEFL teachers in this book, work in a different educational context from language teachers in other countries. Moreover, this study is also the exploration of my own teacher kokoro(, ), which is a Japanese term probably equivalent to teacher cognition in the Japanese context. Based on the present study, I hope I will upgrade the term 'language teacher cognition' to 'language teacher kokoro' in order to further see such complex aspects of the nature of language teacher cognition and to start language teacher kokoro research.

Content and Language Integrated Learning in Spanish and Japanese Contexts

Content and Language Integrated Learning in Spanish and Japanese Contexts
Author: Keiko Tsuchiya
Publisher: Springer Nature
Total Pages: 434
Release: 2019-11-23
Genre: Education
ISBN: 3030274438
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This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.

Cognitive Linguistics and Japanese Pedagogy

Cognitive Linguistics and Japanese Pedagogy
Author: Kyoko Masuda
Publisher: Walter de Gruyter GmbH & Co KG
Total Pages: 342
Release: 2018-02-19
Genre: Language Arts & Disciplines
ISBN: 3110456559
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This volume, grounded on usage-based models of language, is an edited collection of empirical research examining how cognitive linguistics can advance Japanese pedagogy. Each chapter presents an acquisition or classroom study which focuses on challenging features and leads instructors and researchers into new realms of analysis by showing innovative views and practices resulting in better understanding and improved L2 learning of Japanese.

English Language Teaching

English Language Teaching
Author: Veronika Makarova
Publisher:
Total Pages: 312
Release: 2004
Genre: English language
ISBN:
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Explorations in the Feasibility of Introducing Phonological Awareness and Early Reading Instruction Into Japanese Elementary School English Education

Explorations in the Feasibility of Introducing Phonological Awareness and Early Reading Instruction Into Japanese Elementary School English Education
Author: Chika Ikeda
Publisher:
Total Pages:
Release: 2012
Genre:
ISBN:
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This thesis is an exploratory study that examines the potentiality of teaching phonological awareness, which is a precursor to early reading development in English, in conjunction with letter and simple word reading instruction in Japanese elementary school English education. It is an attempt to answer a question of how letters could be introduced into it without placing too much burden on children. Comprehensive literature review argues that learning to read English requires multiple levels of phonological awareness which Japanese children seem unlikely to develop fully in their L1 acquisition, and that a more enhanced outcome of instruction would be achieved if phonological awareness is taught together with letters and applied for early reading. Two main tools are adopted in this study. The questionnaire survey for 398 elementary school teachers elucidates not only the current elementary school practices but also their beliefs and principles in terms of letter and early reading instruction, both of which are essential for understanding the field but very few studies have investigated: Many teachers present children with letters in English classes but the focused instruction of letters or early reading tends to be avoided considering possible demand for children or due to the teachers' lack of knowledge and skills for teaching them. Furthermore, from the discussion of the both qualitative observation and qualitative assessment data obtained through the intervention in a Japanese elementary school, the following is revealed: (1) The children show L1-specific characteristics in phonological processing of English such as adding a vowel after a consonant or segmenting after a consonant-vowel combination. (2) The difficulty of phonological awareness tasks for them was slightly different from that for English-speaking counterparts. (3) The children could develop the higher-level phonological awareness skills such as phoneme deletion and substitution through the instruction and have favourable attitude toward it. Thus, this study demonstrated the teachability of phonological awareness and its learnability for Japanese children as well as its importance in English reading acquisition. Finally, some implications not only for classroom practices but also for teacher training are drawn suggesting the necessity of future introduction of it with letters and early reading into Japanese elementary school English classrooms.

American Students' Expectations of Teachers in the Japanese Language Classroom

American Students' Expectations of Teachers in the Japanese Language Classroom
Author: Nariyo Kono
Publisher:
Total Pages: 0
Release: 1996
Genre: Japanese language
ISBN:
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The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.

Understanding the Perceptions and Practices of Team Teachers and Students in Japanese High Schools Through Exploratory Practice (EP)

Understanding the Perceptions and Practices of Team Teachers and Students in Japanese High Schools Through Exploratory Practice (EP)
Author: Takaaki Hiratsuka
Publisher:
Total Pages: 287
Release: 2014
Genre: English language
ISBN:
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Japan has long been employing a team-teaching scheme involving local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) in English lessons through the Japan Exchange and Teaching (JET) programme. I set out this study to examine team teachers' and students' perceptions of JTEs, ALTs, and team-teaching practices. I also attempted to investigate how a teacher research experience in the form of Exploratory Practice (EP) (Allwright & Hanks, 2009) affects team teachers' and students' perceptions and practices. To these ends, I chose a qualitative case study approach situated primarily within a constructivistinterpretive paradigm. Participants were two pairs of team teachers (each pair consisting of a JTE and an ALT) and 76 second-year high school students from two different Japanese public high schools. I collected data over a period of four months through an array of qualitative methods such as narrative interviews, classroom observations, pair discussions and focus group discussions. I analysed the data through a constructing grounded theory approach (Charmaz, 2006). Established thematic codes, derived from the analysis, were then compared within and across cases in order to bring forth the participants' particularities and commonalities. Findings suggest that overall the participants perceived JTEs to be language models, learners, and bridges between ALTs and students. JTEs are also viewed to be fully-fledged teachers who are professionally respected. The participants regarded ALTs as authorities and providers of the target language and/or cultures. At the same time, ALTs were seen as mere foreign language assistants who are marginalised in their work places. The participants considered team-teaching practices to be unique, open-ended, and secondary. It is noteworthy that the participants had these perceptions with varying degrees and with various, sometimes opposing, attitudes. It was also found that the EP project in this study, which included multiple activities such as classroom observations, reflective classes, and various kinds of discussions affected the participants' perceptions. They experienced three different developmental processes: replacement, synthesis, and reconfirmation. At the same time, the EP project affected the participants' practices in that they gained agency and realised EP principles in their teaching or learning. There was, however, a range of effects of the EP experienced by the participants, including a minimal effect. The varied effects of the EP seem to have been related to the participants' individual characteristics, discrepancies between each participating pair, contextual factors, and research-related matters.