Transcript PPT - AGU Integrated English

English Education in Japan
st
for the 21 Century
Aoyama Gakuin University
Mitsue Allen-Tamai
(allentamai [AT] cl.aoyama.ac.jp)
Developing a strategic plan to cultivate
“Japanese with English abilities”
“… We have formulated a strategy to cultivate
“Japanese with English abilities” in a
concrete action plan with the aim of
drastically improving the English education of
Japanese people.”
Nine years have passed. Have we changed?
English language abilities demanded of all
Japanese nationals
On graduation from junior high school
Ability to hold simple conversations and a
similar level of reading and writing
⇒ The 3rd level of the STEP
English Proficiency of 9th graders
Holders of STEP 3rd or higher
18.3%
Equivalent
14.0%
Total
32.4%

English language abilities demanded of all
Japanese nationals

On graduation from senior high school
Ability to hold normal conversations and
similar lever of reading and writing
⇒
The 2nd or semi-2nd level of STEP
English Proficiency of the 12th graders
Holders of semi-2nd or higher
10.7%
Equivalent
19.6%
30.3%
(Survey in 2007)
Comparing STEP and other Criteria
STEP
CEFR
TOEFL
(PBT)
TOEFL
(IBT)
1st
C1
600
100
Semi1st
B2
550
80
Teacher
2nd
B1
450
45
Highschool Ss
Semi2nd
A2
400
32
Highschool Ss
Key policy issues
1.
2.
3.
4.
5.
6.
Improving educational content
Improving the qualifications of English
instructors and upgrading the teaching
system
Increasing opportunities to use English
Improving entrance examinations
Enhancing English conversation activities in
elementary schools
Cultivating Japanese language ability for
appropriate expression and accurate
comprehension
1.
Improving educational content
Promoting the comprehensive integration of
the 4 skills, emphasizing basic practical
communication ability.
 Promoting small-group teaching and
streaming students according to proficiency
level.
 Promoting progressive English education in
high schools

The current situation
1. How much English is used in class?
(Oral Communication class in high school)
More than 80%
19.6%
More than 50%
32.8％
2. New Course of Study requires that class
will be conducted all in English in high
school from 2014.
3. 169 high schools were designated as SEL
Hi (Super English High School).
2. Improving the qualifications of English
instructors and upgrading the teaching system
The expected English-language abilities of
English teachers are equivalent to STEP
semi-1st level, TOEFL 550, TOEIC 730.
 Junior-high and senior-high students will
have a class with native speakers more
than once a week.
 Promoting the utilization of human
resources with fluent English-language
abilities living in the local community.

The current situation
☆English Proficiency of English instructors
Holders of STEP semi-1st or higher
Junior-high school teachers 24.2% (in 2009)
Senior-high school teachers 48.9% (in 2010)
☆Utilization of ALT
Elementary schools
67.4% (in 2008)
Junior-high schools
24.9% (in 2008)
Senior-high schools
9.1% (in 2009)
(English specialized) 33.2% (in 2009)
3 Increasing opportunities to use English
Expanding opportunities for overseas
study for high school students (10,000 a
year)
 Increasing opportunities to use English
outside a classroom (promotion of English
conversation salons and speech contests )

⇒ high school students in overseas study
3,190 (in 2008)
4 Improving entrance examinations

Promoting the use of results of external
examinations and listening tests in
entrance examinations to high schools and
universities
⇒Introduction of listening test into the
University Entrance Central Examination
in 2006
5 Enhancing English conversation
activities in elementary schools
In connection with English conversation
activities, which are carried out in the
Period for Integrated Study, support is to
be extended so that teaching can be
conducted by foreign instructors, fluent
English speakers, or junior high school
teachers in one third of such sessions.
⇒ Introduction of “Foreign Language
Activities” to public elementary schools

Overall Objectives of
Foreign Language Activities
To form the foundation of pupils’
communication abilities through foreign
languages while developing the understanding
of languages and cultures through various
experiences fostering a positive attitude
toward communication , and familiarizing
pupils with the sounds and basic expressions
of foreign languages .
Overall Objectives of
Foreign Language at lower high schools
To develop students’ basic communication abilities, such as listening, speaking,
reading and writing, deepening their
understanding of language and culture
and fostering a positive attitude toward
communication through foreign
languages.
Overall Objectives of
Foreign Language at junior-high schools
To develop students’ communication
abilities such as accurately understanding
and appropriately conveying information,
ideas, etc., deepening their understanding of language and culture, and fostering a positive attitude toward communication through foreign languages.
The new Course of Study
Implementation of “Foreign Language
Activities” to 5th and 6th graders
 Increase of class times per week from
three to four for 7th to 9th graders
 Restructure and rename subjects in upper
high schools (no reading, no writing)
 Teachers use English as a language of
instruction.

New names for high school classes
Aural/Oral Communication I & II
English I & II
Reading
Writing
Communication English (Basics)
Communication English I, II, & III
English Expression I & II
English Conversation
Foreign Language Activities
English will be taught from 2011.
(1) to 5th and 6th graders
(2) once a week (35 times/year)
(3) as a “compulsory” subject
(4) but not as a “regular” subject
(5) by TT (HRT & ALT)
(6) English Notes (Sub-textbook)
Not English Education
But English Activities
The Primary purposes of
English classes
1992~2010
International Understanding
Cross-cultural Communication
NOT
Developing English
language skills
2011~
Communication Skills
NOT
Developing English
language skills
Focus on spoken language
Consequently, at the
elementary school stage, it is
important to separate spoken
and written English and focus
instruction only on spoken
English.
Lessons should develop
both oral and written
language.
Adequate literacy
education to school-aged
children is necessary.
iBT TOEFL (2009)-Asia
国名
得
点
国名
得
点
国名
得
点
国名
得
点
国名
得
点
1
Singap
ore
99
7
Banglade
sh
82
13
Indones
ia
79
17
Mongoli
a
75
24
Macao
70
2
India
90
8
韓国
81
14
Nepal
77
20
Azerbaij
an
74
24
Myanm
ar
70
3
Malaysi
a
88
8
Kyrgyzsta
n
81
15
China
76
20
Taiwan
74
24
Cambo
dia
68
3
Pakista
n
88
8
Hong
Kong
81
15
Uzbekis
tan
76
20
Thailand
74
25
Tajikist
an
67
3
Philippi
nes
88
8
Sri Lanka
81
17
Mongoli
a
75
23
Afghanis
tan
71
25
Japan
67
6
Bhutan
85
12
Turkmeni
stan
80
17
北朝鮮
75
24
Vietnam
70
30
Lao,
PDR
60
Teaching English at elementary schools
Country
Y/I
S/G
Country
Y/I
S/G
Singapore
ELI
G1
China
2001
G3
The Philippines
ELI
G1
Taiwan
2005
G3
Malaysia
ELI
G1
Korea
1997
G3
Brunei
EMI
G1
France
2007
G2
Indonesia
1994
G4
Germany 2003
G1
Thailand
1996
G1
Japan
G5
Vietnam
1996
2011
G5
G3
2011
ELI= English as a language of Instruction, Y/I = Year of Implementation,
S/G = Starting Grade