The fundamental study for supporting teachers who teach non-native speakers of Japanese in mainstream classrooms

2016 Fiscal Year Final Research Report

• Project/Area Number: 26370593
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Japanese language education
• Research Institution: Tokyo Gakugei University
• Principal Investigator: Sugahara Masae 東京学芸大学, 国際教育センター, 准教授 (80594077)
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: JSL児童生徒への教科指導 / 教員研修 / 実践を通した教師の学び

Outline of Final Research Achievements

To teach children with limited Japanese proficiency in mainstream classes, teachers need to plan their lessons carefully. In Japan, however, the opportunity for mainstream teachers to learn what they need to do is not sufficient. In England, language specialists’ skills can pass over to mainstream teachers by planning and delivering lessons together. This is called ‘Partnership Teaching’. Effective ‘Partnership teaching’ lies at the foundation of institutional support by management team to ensure the time of planning and the equal status of two participating teachers in delivering lessons. Introducing the idea to Japanese schools requires a specific model that concerns difference in planning and organizing lessons between England and Japan as well as establish the condition needed.

Free Research Field

外国人児童生徒教育