Taking the First Step – CLT Teacher Training in Gifu, Japan
Title
Taking the First Step – CLT Teacher Training in Gifu, Japan
Taking the First Step – CLT Teacher Training in Gifu, Japan
Keywords: No Keywords
Author
Jeremy Cross
Jeremy Cross
Bio Data
Mr. Cross has over 8 years’ experience of working as a teacher and teacher trainer in Japan.
He has publications in several peer-reviewed journals including; Japanese Association of Language Teachers and TESL-EJ., and has been a
presenter at several local and international conferences.
Qualifications:
Bachelor of Teaching in Education and Training of Adults. University of South Australia.
Royal Society of Arts Diploma in TEFL. International House, UK.
MA in Linguistics (TESOL). University of Surrey, UK.
Abstract
Despite widespread negativity regarding the appropriacy and applicability of the communicative approach to Asian classrooms, educational bodies in this region appear resolutely intent on pushing through with its introduction. As such, the majority of local language practitioners handed the task of implementing this directive are going to require training if they are to expand their teaching repertoire to incorporate this approach. This paper reports on a regional teacher training programme for Japanese teachers of English developed and delivered by the British Council in partnership with a local Board of Education designed to facilitate the integration of Communicative Language Teaching into high school classrooms. Context specific issues are highlighted, programme development in light of these constraints is outlined, participant feedback is presented and discussed, and preferred options for similar programmes are offered.
Despite widespread negativity regarding the appropriacy and applicability of the communicative approach to Asian classrooms, educational bodies in this region appear resolutely intent on pushing through with its introduction. As such, the majority of local language practitioners handed the task of implementing this directive are going to require training if they are to expand their teaching repertoire to incorporate this approach. This paper reports on a regional teacher training programme for Japanese teachers of English developed and delivered by the British Council in partnership with a local Board of Education designed to facilitate the integration of Communicative Language Teaching into high school classrooms. Context specific issues are highlighted, programme development in light of these constraints is outlined, participant feedback is presented and discussed, and preferred options for similar programmes are offered.
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See pages: 24 – 37
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Category: Monthly Editions, Volume 4
