tefl in chiba ① · 07/08/2019 · tefl background bs in east asian studies & japanese tesol...
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TEFL in Chiba ①Patrick Grimes
ALT Program Coordinator (ALT-PC)/PAEducational Supervisors Division
Chiba Prefectural Board of Education
TEFL in Chiba 1
For newcomers to TEFL.
No TEFL certificate, education degree/minor, or prior TEFL certification
Orientation to TEFL in Chiba as an ALT.
TEFL BackgroundBS in East Asian Studies & Japanese
TESOL Certificate
Student Teaching with Graduate Students
Private Tutoring for 2 years
Taught at 2 High Schools for 5 years
Guest Lecturing at Junior High Schools
Your Role You are an Assistant Language Teacher (ALT).
Your role is determined by the Japanese English teacher (JTE) and/or the homeroom teacher (HRT)at elementary school.
Remember: the classroom belongs to JTE or HRT.
Your Role By LevelElementary School
Plan with the HRT but (usually) more freedom is given.
May lead the class. HRTs may not speak English.
Many changes underway.
Junior High School
Plan with the JTE. JTE is usually the lead teacher.
Curriculum geared towards high school entrance exams.
Senior High School
ALT has “guest status” and does special activities.
ALT is in charge of a special group of students(e.g. international course).
Goals As An ALT
Main job is to facilitate communication and teach pronunciation.
In order to do this, we should create a conducive classroom. Involves two-way communication between teachers and students.
We want students to be comfortable using English in the classroom.
We want students’ English to be natural not manufactured.
We must create the conditions for this to be possible.
ALT Advantages
ALTs are not expected to handle discipline.
Students feel more obligated or comfortable speakingEnglish with ALT.
ALTs can provide real life examples beyond textbook.
Approaches: Traditional vs. Modern
Traditional classroom: Students are passive. Focus is on tests, grammar, reading, and writing.
Modern classroom: More use of Communicative Approach (CA) . Focus on oral communication. Communication encouraged even if there are mistakes. Communication should be real and meaningful, not manufactured.
Communicative Approach
“The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.”https://www.teachingenglish.org.uk/article/communicative-approach
Communicative Approach Examples
Practicing grammar forms by asking students questions about their school, peers, or teachers.
Asking students to describe what YouTube video or TV program they watched last weekend.
Activities are student-centric and facilitate real and meaningful, not manufactured communication.
What is NOT the Communicative Approach
Static drill activities that expect a specific answer.
Rote memorization of grammar.
Putting students in a passive role.
Teacher dominated instruction.
Why Use The Communicative Approach?
Offers motivation besides test scores
Increases fluency and confidence in students.
Helps link learning inside the classroom with outside the classroom.
Enhances students’ own personal experiences as important for learning.
Stephen Krashen (b.1941)
Professor emeritus at University of Southern California
Expert in linguistics, specializing in language acquisition and development
Input Hypothesis (i + 1)
Affective Filter Hypothesis
Stephen Krashen (b.1941)
Learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.
This level of input "i+1", where "i" is the learner's interlanguage and “+1" is the next stage of language acquisition.
Affective Filter Hypothesis
The learners' ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment.
At such times, the affective filter is said to be "up".
Especially strong in Japan (fear of embarrassment).
General Advice
Always have a backup plan or filler activity.
Teachers are busy: set up meetings and plan ahead.
Be prepared to improv!!
Take notes on mistakes and learn from them.
Always try to “read the air”.
General Advice
Use a variety of teaching techniques.
Be approachable, friendly, and energetic.
Give students rewards for participation.
Encourage mistakes.
Invite students to speak as much as possible.
Affirm and value all contributions.
Any questions?
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