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Effect of social distancing caused by heavy snowfall on seasonal influenza epidemic in a local region in Japan
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Characterization of the visually impaired patients with diabetes mellitus in Japan
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Advantages and Disadvantages of ALTs’ Knowledge and Usage of Students’ L1 in the L2 Classroom: Reflections from the ALT Teaching Experience
Get PDFThis is a qualitative study that focused on Assistant Language Teachers’ (ALTs’) experiences and beliefs regarding the use of L1 in the L2 classroom. Coming from various countries, many ALTs are employed to teach English as a Foreign Language (L2) in Japan’s schools (elementary through high school), in which the students’ L1 is, overwhelmingly, Japanese. Because English and Japanese are so typologically different, the gap between students and ALTs can initially seem vast, with students often regarding ALTs as an exotic or even quasi-alien curiosity. However, Japan’s Ministry of Education, Culture, Sports and Technology posits ALTs as a cornerstone of English teaching, especially to facilitate and foster students’ communicative abilities. ALTs usually do team teaching with a Japanese Teacher of English (JTE). Traditionally, JTEs have used the yakudoku (訳読) method of teaching English (“oral translation”; sometimes a.k.a. the “grammar-translation method”), in which English in Japan has been taught by translating almost everything into Japanese. This method may be seen as inimical and antithetical to pedagogical approaches like Communicative Language Teaching (CLT) and the Direct Method, which tend to minimalize or even forbid the use of L1 in L2 classes. The literature review analyzed this contentious context, also noting the recent trends in Second Language Acquisition (SLA) studies to regard Cross-Linguistic Influence (CLI) much more positively than before and the heightened awareness of the dangers of English language imperialism and native speakerism, as well as previous studies on the issue from Japan. To build on these, as its Methodology, this study used the interpretive paradigm by distributing a questionnaire (via Google Forms) to local ALTs to ascertain their reflections on the pros and cons of their knowledge and usage of Japanese in their English classes. The research questions were set as, 1. “What are the advantages or disadvantages of knowing and using the students’ L1 (Japanese) in the L2 (English) classroom?”, and 2. “What are the implications for improving pedagogical practice?” 19 ALTs participated. The data was then analyzed. The findings showed ALTs felt the advantages considerably outweigh the disadvantages, especially in terms of running classes smoothly, achieving teaching efficiencies, and building rapport and reciprocity with students. In general, it may be better to use more Japanese with lower-level learners and less for higher, but it depends on the class. Even for lower levels, though, most of the class should be conducted in English (at least 70%); Japanese should be used judiciously.
When too much Japanese is used, it becomes a disadvantage. The ALTs also expressed ambivalence or antipathy towards the use of Japanese katakana.departmental bulletin pape
