| Project/Area Number |
25370731
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Tokai University |
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Principal Investigator |
COLLINS PETER J 東海大学, 外国語教育センター, 准教授 (10307241)
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| Co-Investigator(Kenkyū-buntansha) |
FINE Gary Scott 東海大学, 高輪教養センター, 教授 (70515022)
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2013: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | team teaching / ALT / NEST-NNEST / teacher collegiality / secondary education / situated language / Activity Theory / curriculum planning / NEST / non-NEST / curriculum design / teacher collaboration / Team teaching / Curriculum design / Teacher collegiality / Nativeness / Non-nativeness / Ownership of English / EFL vs. EIL |
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| Outline of Final Research Achievements |
The Investigators worked closely with Japanese teachers of English (JTEs) and assistant language teachers (ALTs) team teaching at one private and two public high schools. Narrative data reveal that traditional attitudes perpetuate two problematic dichotomies. The first is between the goals and practices of solo taught four skills classes and team taught conversation classes, and the second between ALTs’ elevated status within conversation classes and their marginalized status within English education overall. Additional survey results show that pre-service teachers receive little guidance about issues related to “native” and “non-native” English-speaking teachers and remain uncertain about how to meet the goals of team teaching. However, a team teaching framework based on Activity Theory (Engestrom, 1987) supports JTEs and ALTs in shifting perceptions on teaching and learning English, clarifying JTE-ALT relationships, and nurturing student motivation and language acquisition.
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