| Project/Area Number |
16320075
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Graduate School of Language Sciences, Kanda University of International Studies |
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Principal Investigator |
KOBAYASHI Miyoko Kanda University of International Studies, Graduate School of Language Sciences, Professor, 言語科学研究科, 教授 (00364927)
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| Co-Investigator(Kenkyū-buntansha) |
NOBUKO Hasegawa Kanda University of International Studies, Graduate School of Language Sciences, Professor, 言語科学研究科, 教授 (20208490)
YUKIE Horiba Kanda University of International Studies, Graduate School of Language Sciences, Professor, 言語科学研究科, 教授 (40316831)
SHOKO Haraoka Kanda University of International Studies, Professor, 英米語学科, 教授 (30129887)
MAKIKO Tanaka Kanda University of International Studies, Associate Professor, 英米語学科, 助教授 (40236633)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥13,400,000 (Direct Cost: ¥13,400,000)
Fiscal Year 2006: ¥3,900,000 (Direct Cost: ¥3,900,000)
Fiscal Year 2005: ¥4,500,000 (Direct Cost: ¥4,500,000)
Fiscal Year 2004: ¥5,000,000 (Direct Cost: ¥5,000,000)
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| Keywords | English for Young Learners / teacher education / investigation of language teachers / English language ability / curriculum development / English teaching at primary level / assessment of language ability / qualifying language teachers |
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| Research Abstract |
The aims of the research project 'A study of English language teacher education for young learners in Japan' have been: 1) holistic integration of theory and practice in relation to this topic; 2) an examination of expert opinions on the expertise of teachers of young language learners; 3) identification of essential knowledge and skills required of such teachers; and 4) a proposal for a framework to develop teacher training programmes taking into account the needs of different types of trainees. Research activities conducted in the past three years involved: 1) literature surveys to establish a theoretical basis for teacher education for young English learners; 2) two questionnaire surveys involving approximately 400 teachers, both in the state and the private sectors; and 3) examination and analysis of handbooks for English teaching for young learners and of teachers ' manuals for course books. Drawing on the findings of these activities, the research team has proposed a framework to
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develop teacher training programmes and suggested different types of curriculum models. The research has achieved a broader international perspective by looking beyond Japanese state primary schools and by examining English teaching in the private sector as well as early foreign language teaching in other countries. By doing so, it has attempted to present a new paradigm in foreign language teaching for young learners.
In addition to the research activities listed above, a colloquium has been held each year, inviting internationally acclaimed researchers and practitioners in the field to discuss topical issues in the area, and an annual research report of approximately 200 pages has been compiled and distributed each year not only to disseminate the research findings but also to enlighten practitioners of English language teaching to children.
Through the above activities, it has become evident that this area is badly under-researched and there is an urgent need to accumulate additional data for further improvements of teaching practice. The project activities have also helped establish networks with various organizations and institutions to develop further research. Less
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