English in Elementary School ALT Skill Development Conference Monday, January 23 rd Martin Sedaghat

History of ES English TOEFL score data for put Japan next to last in Asia, just one point above North Korea. Is English being introduced too late? Since 2002, about 97% of Japanese ES have introduced some form of English lessons, but with widely varying frequencies. Compulsory English classes officially began in April 2011, with all 5 th and 6 th graders having one lesson per week (35 periods in one year).

History of ES English The Japan Business Federation (Nippon Keidanren) strongly backs ES English education, citing a lack of employees who can use English. 70% of parents and guardians support compulsory English education. Some academics oppose English in ES, saying that many teachers are untrained in planning and presenting lessons, and that Japanese children should spend more time studying their mother tongue.

Goals of ES English

Preparation for JHS English Alphabet and phonics Classroom English (open your books, take out a pencil, work together...) “Thinking in English” (dog, train, baseball...) Confidence

Challenges of ES English

Pronunciation (not katakana) 100% English vs. 100% translation No English outside of the classroom Shy, embarassed, or low-level students Motivation (why should we study English?)

1. Preparation 2. Presentation 3. Mindset

Preparation

Tools Flashcards (organize by theme) Big books Posters Maps Realia (authentic objects) Puppets (for youngest classes) Movies (holiday themes, music videos)

Laminate. Everything.

Curriculum 1 st and 2 nd year: Greetings, introductions, and themed vocabulary (animals, food, body parts...) 3 rd and 4 th year: Build on 1 st and 2 nd year English, focus on speaking and listening 5 th and 6 th year: Speaking, listening, reading, and writing Communication and simple grammar structures Students use English to talk about themselves and their world

Lesson Planning Circle Time Review New language/vocabulary Short activity Check understanding Main activity

English Room Physically sets English apart from normal, daily classes Chairs and desks can be set up for different games/activities Space for theme/culture displays Use as discipline (if students misbehave, return to homeroom)

English Room Themes Alphabet Numbers Feelings Days and months Colors and shapes Animals Directions Phonics (easy words) Body parts Clothes Food and drink Adjectives Countries Jobs Classroom items Polite English

Presentation

Circle Time Begin every class with the same rhythm and repetition, adding to the “circle” throughout the year. Greeting, weather, day, month, how are you?, alphabet, numbers, chants, song, book... Useful as warm-up and English “switch on”, as well as review 5-10 minutes

Songs and Chants Background music to set atmosphere Match music to class attitude Music to signal transitions/activities Music to introduce (and review) language points TPR music (connect listening, singing, and movement) Repeat multiple times

English Speeches Students have a chance to use English to describe themselves and their world Help building confidence before entering Junior High School Students practice vital non-verbal parts of communication (eye contact, posture, body language/gestures) Connect to JHS and HS speech contests

Phonics Part of Circle Time? Start with individual letter sounds (A is for apple), then vowel sounds (hat, hit, hot), and move into 3 and 4 letter words Gradually merge into easy sight reading Spelling Bee!

Mindset

Homeroom Teacher Discipline (not ALT’s job) Join students (learn games and activities) Help slow learners Communication with ALT (easy conversation, information about school events) Students should see their HRTs using English

Points to Think About English instructions and praise Name cards Pair vs. group work Competitive games Students vs. themselves (bingo) Students vs. each other (quiz game)

Multiple Intelligences Use different kinds of lessons and activities to appeal to different kinds of learning Arts (drawing and crafts) Music (singing and dancing) Drama (skits) Sports Puzzles and memorization

Play to your own strengths! Use your own interests, hobbies, background, and experiences in your teaching If a lesson is interesting for you, it will be interesting for your students

Thank you and good luck!