Implementing EFL policy reform in elementary schools in Japan: a case study
Implementing EFL policy reform in elementary schools in Japan: a case study
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在日本小学实施 EFL 政策改革：案例研究
DOI：
10.1080/14664208.2015.970728
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发表时间：
2014
影响因子：
2.4
通讯作者：
Tomohisa Machida & Daniel J. Walsh
中科院分区：
文献类型：
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作者：
Ryuji Ishikawa & Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;Minako Yogi;町田智久;町田智久;町田智久;町田智久;町田智久;町田智久;町田智久・内田浩樹;Tomohisa Machida & Daniel J. Walsh
本案例研究考察了2011年在日本小学正式开始的外语活动（英语教育）的实施情况。研究对象为东京四所小学的37名教师（男20名，女17名）。教师外语焦虑量表[Horwitz，E. K.（2008）.成为一名语言教师：第二语言学习和教学实用指南。马萨诸塞州波士顿：本研究采用[Allyn and Bacon]、课堂观察和个别访谈的方法，调查教师对英语作为外语政策改革的反应。这项研究发现，这项新政策要求五年级和六年级教师与以英语为母语的人（助理语言教师[ALT]）合作教授英语，导致了情感和教学的变化。73%的教师报告说，他们对自己用英语说话或教学的能力感到焦虑。教师们对与他们认为不合格的高级替代教师一起工作表示关切。为政策的成功实施提出了建议。
This case study examines the implementation ofForeign Language Activities(English language education), which officially began in Japanese elementary schools in 2011. Subjects in this study included 37 Japanese classroom teachers (20 males and 17 females) in four elementary schools in Tokyo. The Teacher Foreign Language Anxiety Scale [Horwitz, E. K. (2008).Becoming a language teacher: A practical guide to second language learning and teaching. Boston, MA: Allyn and Bacon], observations in classrooms, and individual interviews were used to investigate teachers' responses to English as a Foreign Language policy reform. The study found that this new policy, which required fifth- and sixth-grade teachers to team-teach English with native English speakers (assistant language teachers [ALTs]), resulted in affective and pedagogical changes. Seventy-three percent of the teachers reported anxiety about their ability to speak or instruct in English. Teachers expressed concern about working with ALTs, whom they considered poorly qualified. Suggestions are made for successful policy implementation.