An examination into the extent that cultural factors cause role confusion between ALTs and JTEs in the Japanese English classroom
An examination into the extent that cultural factors cause role confusion between ALTs and JTEs in the Japanese English classroom
Paul Cotter
Faculty of Social Sciences School of Education University of Ulster
This dissertation examines the extent to which cultural/societal factors contribute to role confusion between Assistant language teachers (ALTs) and Japanese English teachers (JTE) in team taught English lessons. ALTs have been a part of the Japanese English classroom since the establishment of the JET programme in 1987. However, there is still very little consensus amongst ALTs and JTEs as to what their role is and no clearly defined job description.
The paper begins by giving an overview of Japanese culture with particular regard to the education system, education ideology and team teaching. It then proposes some of the possible causes of role confusion in team taught English lessons based on the cultural differences between Japan and the home countries of the ALTs.
A mixed methods research design which consisted of nine in depth interviews with ALTs and thirty one questionnaires filled in by JTEs was used. In the interviews the ALTs defined their role based on their own experiences and expressed their views about the Japanese English education system and team teaching. The questionnaire asked the JTEs about the role of the ALT and their impressions of team teaching.
The results highlighted some of the most prominent causes of role confusion that relate to cultural/societal factors. The researcher then suggested some strategies that could be used to minimize role confusion and develop good relations and team teaching practices
Category: Thesis
