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Teaching English in English
Recent MEXT guidelines and the increased importance of the ALT
JET Programme Skill Development Conference November 20th, 2014
Chris Valvona
Okinawa Christian University
My background
• JET 2000 – 2002 (Naha Commercial HS)
• Masters ELT 2002 – 2004
• University (part-time) 2005 – 2008
• University (full-time) 2008 - present
Overview • MEXT Course of Study guidelines
• Implications for ALTs
• Creating a communicative environment
Task-based Language Teaching (TBLT)
• Examples
• TBLT and Teaching English in English (TEE)
• Q&A
MEXT Course of Study Guidelines: Core points
• MEXT (Ministry of Education, Culture, Sports,
Science and Technology of Japan)
• First appeared 1947
• Guidelines revised about every 10 years
• Latest guidelines released 2008 and 2009,
implemented 2011~
Latest Guidelines: outline
• Elementary school: foreign language communication
activities compulsory in 5th and 6th grade
• JHS: increase in English class time and vocabulary
requirements
• SHS: “classes, in principle, should be conducted in English”
Teaching English in English (TEE)
Analyzing the guidelines
• Make classes into sites of real communication.
• Not only of teachers conducting class in English, but also of
students using as much English as possible in class.
• Instruction which allows students to become accustomed to
expressing themselves and understanding English in English.
• Grammar instruction should be given as a means to support
communication.
Implications for ALTs
• Opportunity to play key role in school
curriculum
• Opportunity to develop lesson plans, projects,
whole courses that implement guidelines
• Opportunity to work closely with JTEs to
reach shared goal
Task-based Language Teaching (TBLT)
A quick task…
Task-based Language Teaching (TBLT)
• Meaning is primary
• There is some kind of ‘gap’ (information, reasoning, opinion)
• Learners are not restricted in their use of language forms
• Tasks should bear a relationship to real-world activities
• The priority is on achieving the goal of the task
• Tasks are assessed based on their outcome
What I ask myself:
• Is the focus on students?
• Is there a clear point or a goal?
• Can / will students use English to achieve this?
• Is it motivating / stimulating?
• Is it a realistic task for their level?
Some practical examples…
Two broad types of tasks
• Some real-world tasks – Order a pizza – Fill out an immigration form – Answer a letter or email – Organise and publish a student newspaper
• Pedagogical tasks
– Problem-solving – Group decision-making – Creative – Descriptive
Spot the Difference
珍道具 Unuseless inventions
Benefits of TBLT
• Student-centered
• More (authentic) language production
• Meaningful communication
• Mixed-level classes
• Motivating
• Autonomy
TBLT and TEE
• Real potential to implement MEXT guidelines
• Focus on the student
• Teacher as facilitator
• Output is key
• Grammar addressed more pragmatically
• Classroom becomes a “site of real communication”
