Examining Japanese Teachers of English use of classroom space, gaze, and gesture when teaching English in English
Project/Area Number |
19K00908
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Multi-year Fund |
Section | 一般 |
Review Section |
Basic Section 02100:Foreign language education-related
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Research Institution | Nara University of Education |
Principal Investigator |
アムンルド トーマス 奈良教育大学, 英語教育講座, 准教授 (20642143)
|
Project Period (FY) |
2019-04-01 – 2024-03-31
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Project Status |
Granted (Fiscal Year 2022)
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Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2023: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2022: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2021: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2020: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2019: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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Keywords | SFL / MDA / Legitimation Code Theory / embodied pedagogy / LCT Semantics / LCT Autonomy / JTEs / Semantic Gravity / pedagogic register / secondary school English / multimodality / classroom observation / English Education |
Outline of Research at the Start |
This research seeks to understand how Japanese teachers of English (JTEs) in secondary schools convey meanings in L2 English as well as L1 Japanese alongside the three modes of space, gaze, and gesture in their lessons, and how the meanings conveyed are both similar and distinct.
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Outline of Annual Research Achievements |
In 2022 I completed the final analysis of data from my first teacher participant, resulting in a book chapter submitted at the end of December 2022. In this update to my analysis from 2021, I added the analysis of how this teacher used PowerPoint, which is analyzed as a digital semiotic modality following Lim (2021) and others, and how he utilized this to textually organize his lesson. I also analyzed more excerpts from this teacher's data for publication, and problematized the lack of opportunities for student output in his lessons. Beyond this, I also continued and extended the analysis of data from my second teacher participant, which I have presented and will be continuing to analyze and hopefully publish in AY2023 and beyond.
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Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
With publication of an article and the acceptance of a book chapter, I believe I am on track to complete one final publication for this project. In some ways, this final publication will be the most challenging because, while the purpose of this project was to study the embodied pedagogy of Japanese teachers when teaching English in English, this teacher was hardly observed to use English at all in her lessons, despite her own proficiency and training. This fact points to an important tension facing Japanese English education regarding the stated policies of MEXT and the various realities teachers face in their own classes and workplaces. I hope to explore this tension more in my final paper.
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Strategy for Future Research Activity |
As stated previously, my plan for this final year of funding is to complete the analysis of the second teacher's data for publication, with special consideration of the challenges and tensions facing MEXT's "teaching English in English" policy.
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Report
(4 results)
Research Products
(10 results)