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?