2023 Fiscal Year Final Research Report
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 |
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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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| Keywords | English Education / Elementary School / Homeroom Teacher (HRT) / Senka Teacher / Teacher Surveys / Teacher Interviews / Teacher Training / PLC |
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| Outline of Final Research Achievements |
During the first year we developed surveys to ascertain the extent of placement of senka teachers and the situation of FLA and English at elementary schools in Tokushima Prefecture. The data from the survey, showing the difference in concerns between senka and HRTs was presented at the JES national conference in 2022. 2 senka teachers and 2 homeroom teachers were interviewed and classroom practices videoed between February and March 2023. Analysis of data confirmed anxieties in language ability and lower use of English 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 evaluation, training with outside instructors was deemed necessary to create meaningful in-service training, the basis of our future research project.
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| Free Research Field |
小学校英語教育
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| Academic Significance and Societal Importance of the Research Achievements |
With the introduction of the new course of study, increasing reliance on senka and more diverse teaching formats, it is essential to outline suitable areas for teacher training. Our research has proven some assumptions of teacher needs and shown the importance of a new approach to teacher training.
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