A Study on Teacher-Student Interactions in Elementary School English Education

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This research aimed to investigate the characteristics of teacher-student interactions that promoted children’s language learning, and make an instruction manual based on our research findings and pedagogical implications. The result of the classroom discourse analysis between elementary school teachers (homeroom teachers [HRTs], assistant language teachers [ALTs], and Japanese teachers of English [JTEs]) and children was that elementary school teachers supported children’s language learning by means of logical thinking such as analogy, association, reasoning, and deduction, and with recourse to Japanese, gesture, and teaching context. The insights and pedagogical implications were reflected in the instruction manual for elementary school English teachers, and the manual was distributed to the elementary schools that supported our research.