Development of the LSP teacher education system based on a Survey on the Foreign Languages (English) Teacher Education in Japan

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This study aims to develop an innovative language teacher education in Japan by introducing LSP (Language for Specific Purposes) theories and practices. Thus the following 4 main qualitative researches have been conducted: 1) the current teacher education realities in the UK; 2) the questionnaire research of language teachers' awareness; 3) the current teacher education in Japan; and 4) the needs analysis for LSP and CLIL. In terms of secondary-school EFL teachers in Japan, the results show their featured thoughts about their teaching and teacher education as follows: 1) recognizing the needs for teaching practical English knowledge and skills; 2) requiring both language and pedagogical knowledge and skills as a accomplished teacher; 3) valuing the whole-person education activities; 4) requests for preservice education; 5) teaching basic language knowledge and skills more than ESP or CLIL; 6) less interest in CLIL; 7) requests for LSP (ESP) in their in-service teacher education; 8) strong awareness of a secondary schoolteacher; 9) professionalism comprising language and pedagogical knowledge and skills; 10) more in-service teacher education programs about TEFL; and 12) language teacher education in accordance with a variety of learners and genres. Considering these research results, the study proposes the 10 standards on the LSP teacher education system in Japan: 1) language knowledge and skills; 2) professional knowledge and skills of language classroom management; 3) specification of learners' language learning aims; 4) curriculum design and assessment for learners' learning needs; 5) understanding learners' learning portfolios and support for independent-learning; 6) realizing a variety of discourse communities; 7) understanding school aims and culture and language learning professionalism; 8) understanding genres relating to language, use; 9) understanding coherent language education; and 10) knowledge and skills for assessment and evaluation.