- 著者
- 長谷川 裕 坂本 南美
- 出版者
- The Japan Association of International Liberal Arts
- 雑誌
- 日本国際教養学会誌 (ISSN:21894183)
- 巻号頁・発行日
- vol.9, pp.32-43, 2023 (Released:2023-03-17)
- 参考文献数
- 25
In the stream of educational reforms in Japan, collaborative teaching with English-speaking Assistant Language Teachers (ALTs) will consequently play an important role in foreign language classrooms. While the quality and impact of the ALTs on their lessons tend to be argued by many, there is still a possibility existing that the manner in which ALTs enrich their lives in Japan will exert a synergistic effect on their collaborative English teaching skills. This project focused on the life stories of ALTs, utilized the narrative approach to analyze and conduct interviews, and explored how they engage and commit to Japanese foreign language education. Utilizing thematic analysis, the study conducted semi-structured interviews with six ALTs under the Japan Exchange and Teaching Programme for 2021. As the starting point of being ALTs, this study investigated their perspective before and after their arrival to Japan and revealed two major themes that emerged from their psychological states, and each theme has divided further into the following sub-concepts (1) self-awareness: sense of anticipation and expectation, and (2) cognitive dissonance: concerns and discomfort and contemplation.
- 著者
- 坂本 南美 高原 周一 サカモト ナミ タカハラ シュウイチ ガンバートル ツムバートル Nami Sakamoto Shuichi Takahara ツムバートル ガンバートル
- 雑誌
- 岡山理科大学紀要. B, 人文・社会科学
- 巻号頁・発行日
- no.55, pp.43-51, 2019
- 著者
- 樫葉 みつ子 大塚 謙二 坂本 南美 柳瀬 陽介
- 出版者
- 中国地区英語教育学会
- 雑誌
- 中国地区英語教育学会研究紀要 (ISSN:03851192)
- 巻号頁・発行日
- vol.44, pp.97-106, 2014 (Released:2017-03-01)
Reflective journal writing is to be theoretically clarified more for effective teacher development. This two-year long interview study focused on the effects of written language in four different modes (English/Japanese, private/published) chosen by four Japanese ESL teachers. The four teachers all described their writing as 'conversation', which we interpret as one that is among three differentiated selves: practitioner, author, and reader. The conversation promoted changes in their cognitions and actions. Publication guided the teachers to the more publicly accepted cognitions and actions, whereas private writing promoted the internal conversation at deeper levels. Writing in English provided a more 'object' self-reflection in one teacher, and offered insights in language through the difficulties of translation in another teacher.