Perception of Foreign English Speakers as Instructors in Elementary Schools in Japan Towards Various Attributions of Japanese Teachers of English


In elementary English education in Japan, Japanese teachers of English have heavily relied on foreign English speakers as assistant language teachers (ALTs). Kano and Hiratsuka (2023) highlighted the widening variety of the attributions of Japanese teachers in the recent few years. Nakazawa and Kano (2022) focused on the perceptions of Japanese teachers towards ALTs, both NSE and NNSE. They found that the expectations and relations towards ALTs vary among Japanese teachers of different qualities. They also revealed the preference and high expectations of Japanese elementary school teachers towards specialized Senka English teachers who are Japanese. What about from the perspective of the ALTs? This presentation will focus on the ALTs’ perception of the Japanese teachers of English. The teaching system in Japanese elementary schools is complex, and often, neither the attribution of the Japanese teachers whom the ALT team teaches is given to the ALT. Do the ALTs know the explicit attributes of the Japanese teachers they are team-teaching with? Do ALTs see any difference in the belief, pedagogy, or relationship among Japanese teachers according to their criterion? Results from questionnaire surveys and interviews with ALTs will be provided in the presentation. How the ALTs perceive the Japanese teachers they team teach with, whether their perceptions differ according to the attributes of the Japanese teacher, and the differences in expectations of ALTs toward various types of Japanese teachers will be discussed.

Author Information
Akiko Kano, Sophia University Junior College Division, Japan
Atsuko Nakazawa, Sophia University Junior College Division, Japan

Paper Information
Conference: IICE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

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Posted by James Alexander Gordon