he difference between foreign language classes conducted by homeroom teachers and senka English teachers at the elementary school level, focusing on language activities and specific training needs.
| Project/Area Number |
21K00750
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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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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Shikoku University |
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Principal Investigator |
フェネリー マーク 四国大学, 文学部, 教授 (90368829)
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| Co-Investigator(Kenkyū-buntansha) |
福田 スティーブ利久 文教大学, 教育学部, 准教授 (90536129)
カイザー メイガン・レネー 徳島大学, 教養教育院, 講師 (10808950)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2023: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2022: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2021: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | Elementary School / Foreign Language / Homeroom Teacher / Senka Teacher / Teacher Interviews / Classroom Observation / Teacher Training / Language Activities / Senka Teachers / Survey |
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| Outline of Research at the Start |
This research aims to identify the difference in foreign language classes taught at the elementary school level by homeroom teachers and those taught by specialized‘senka' teachers. Surveys, interviews and classroom observation hope to identify specific issues and needs.
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| Outline of Annual Research Achievements |
Following surveys ascertaining the extent of placement of senka teachers and the situation of FLA and English at elementary schools in Tokushima Prefecture 2 senka teachers and 2 homeroom teachers were interviewed and classroom practices videod between February and March 2023. Analysis of data confirmed anxieties in language ability and lower use of English use in the classroom for HRTs and Senka teachers having concerns about student understanding. We concluded that co-operative PLCs could be a mutually beneficial format for addressing language ability, language teaching and student understanding. In the areas of team-teaching, effective use of ICT and evalutaion, training with outside instructors was deemed necessary to create meaningful in-service training.
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Report
(3 results)
Research Products
(8 results)
