promoting the effective utilization of alt’s

Promoting the Effective Utilization of ALT’s for the Reinforcement of English Skills among Japanese ELL’s

- Aaron Mattingly

Question / Discussion

What has been your most / least productive experience with an ALT?

Present Situation

ALT’s are mostly utilized in the classroom, however various other options are possible, depending upon their contract arrangements. Most flexibility is given to ALT’s on the JET program.

93.7% of the schools utilize ALTs for English-related classes, and 5.7% of the schools use ALTs for other subjects and or classes. Furthermore, 53.6% of the schools utilize ALTs for education activities aside of regular subject classes.*

*MEXT Survey results of public senior high schools and combined junior high and high schools (FY2011)

An Honest Admission

“In this country, there are few opportunities, other than classes, for students to communicate in English; hence it is important to efficiently utilize ALTs in (out-of-school) activities, such as clubs and circles, thus aiming at reinforcement of English skills.”** MEXT Commission on the Development of Foreign Language Proficiency (2011)

few opportunities, other than classes,

it is important to efficiently utilize ALTs

aiming at reinforcement of English skills.

Proposal 3Commission on the Development of Foreign Language Proficiency (2011)

Wording of the ProposalTo provide students with

more opportunities to use English through effective utilization of ALTs,

ICT and other means. through effective utilization of

ALTs,


What is the spirit of the proposal with respect to ELL’s / Students?Assistant Language Teachers?Japanese Teachers of English?

4 Recommendations in the Proposal

…revise working contract law to facilitate best use of ALT’s.…utilize ALTs in out-of-school activities, such as clubs and

circles……employing talented foreigners as teachers rather than

just ‘assistants’ like ALT.…provide students with opportunities for intensive contact

with practical English, such as English camps with ALTs

MEXT English Education Reform Plan

Corresponding to Globalization

From FY2014 MEXT makes only 2 ProposalsExpand placement of Assistant Language Teachers(ALT),

promote utilization of community members (formulate guidelines for such external staff use, etc.).

Strengthen and enrich ALT training programs.Recruit More ALT’s & Improve ALT Training

A Glaring Omission

No Mention of SpecificReform or Improvement

of In-Class Teaching Cultures

The Ads.

OpportunityExcitementPotentialWonderAdventure

Reality hits!LimitationsStressChallengesBoredomDisenchantment

4 Characteristics of a Motivational Workplace

Meaning Positive environment Identify passions Build a vision Outcome orientation Purpose


Choice Delegated authority Trust, security Clearly defined purpose Information


Progress Collaboration Milestones Celebrations Access to community Measuring performance


Competence Sharing insights/knowledge Positive feedback Skill recognition Challenge Non-comparative standards

Team Teaching as Best Practice

Team Teaching is regarded as Best Practice

Japanese Government recommends Team Teaching Approach

The Concept of Team Teaching is assumed but not necessarily understood.


What is your knowledge / experience of Team Teaching?

6 Models of Co-Teaching- adapted from Friend and Cook (2000)

One Teach, One Support (Observe/Assist Model)

Parallel TeachingAlternative Teaching / Differentiated TeachingStation TeachingSupplemental TeachingTeam Teaching

One Teach / One Support (Observe/Assist)

The ALT supports the JET by making informed observations about the students.

The ALT supports the JET by assisting students with their classwork

Parallel Teaching

The JET and the ALT are responsible for ½ the class each and teach them the same material using the same methods and materials.

Alternative / Differentiated Teaching

The JET and the ALT teach the same content and have the same objectives but use different strategies or materials.

Station Teaching

The content is broken into segments and the students rotate through various stations. The JET and the ALT are responsible for different stations.

Supplemental Teaching

The JET or the ALT teach supplementary content to advanced or gifted students or provide remediation for struggling and failing students, while the other (JET/ALT) continues with regular class program.

Team Teaching is…

“…a group of teachers, working together, [to] plan, conduct, and evaluate the learning activities for the same group of students.”

City University of Hong Kong

“…defined as two teachers working together with groups of students-sharing the planning, organization, delivery and assessment of instruction, as well as the physical space.”

Jacksonville State University

“…the responsibility of the team to work together to shape your course from planning to implementation and final evaluation.”

Stanford University

“Team teaching is an agreement between teachers in consideration of their respective competencies to improve the quality of teaching and improve academic outcomes by collaborating in the design, execution and assessment of learning materials and experiences among shared students.”

Team Teaching

Team Teaching Concept * Both Teachers responsible for planning, instruction and assessment. Lessons are conversations between teachers and students, not lectures.

Team Teaching Environment (Minimal Operating Conditions)** Team teaching is a democratic and voluntary activity. Team teaching requires an attitude of mutual respect and equality. Team teaching is based upon shared mutual goals and outcomes. Team teaching depends upon shared responsibility for participation and decision making.

* Marilyn Friend and Lynne Cook (2006)** US Department of State, Office of Overseas Schools

Benefits & Challenges to Teachers and Students*

BenefitsDiversified instructional approaches.Development of collaboration and communication skills.Benefit of each-another’s expertise. Inclusion of diversity of students.Improved student outcomes.Higher levels of student co-operation.High levels of student engagement.

ChallengesTeacher turf wars.Adjusting schedules for planning.Unclear expectations.Undefined roles.Student expectations.Teacher compatibility.Training in co-operative teaching.

*Scruggs, Mastropieri & MCDuffie. (2007) Co-teaching in Inclusive classrooms: A Metasynthesis of Qualitative Research. Exceptional Children Vol. 73, No.4 pp 392-416

Minimal Expectations of an ALT

What can be expected from an ALT in general? Model authentic native-speaker English. Provide a touchpoint for foreign culture. Offer personal and global perspectives. Engage with students in language activities, especially speaking and listening.

What could potentially be expected from an ALT?

Potential Planning Activities for ALT’s

Meeting with Japanese English Teacher to… clarify and agree on the meaning of standards. discuss unit/lesson outcomes and goals. collaborate on lesson and activity design. discuss research topics and report findings. agree on the meaning of terminology and key concepts. discuss possible roles in instruction and assessment.

Individually research connections to broader curriculum (overlaps with science, P.E. etc..). design materials to support instruction. discover or create differentiated content and instructional materials.

Potential Classroom Activities for ALT’s- Observation

In agreement with the Japanese English Teacher… observe and record data on apathetic, unengaged or struggling learners. observe and record data on students with special learning needs. observe and record data on students group interactions. observe and record data on classroom management strategies. observe Japanese English Teachers performance for PD purposes.

Potential Classroom Activities for ALT’s- Assist

In agreement with the Japanese English Teacher… assist students with seatwork, making corrections etc. draw out student creativity through thoughtful questioning. encourage critical thinking by providing alternative points of view. provide student with timely, specific and relevant feedback. encourage positive behaviors and interactions between students. set-up, prepare workstations, distribute classroom materials. provide direct instruction by way of discussion or lecture.

Potential Assessment Activities for ALT’s

Meeting with Japanese English Teacher to… clarify and define assessment benchmarks. discuss possible assessment activities. collaborate on assessment design. assist with assessment activities in class…

Individually design assessment materials. design evaluation tools. create benchmarks, rubrics, checklists, self assessments etc...

The Commitment

“To experience the full benefits of team teaching, however, instructors must adjust their course planning and classroom management strategies to accommodate a collaborative approach.”

- Speaking of TeachingStanford University CTL Fall Newsletter (2006)

Sources Cook, L. (2004). Co-teaching: principles, practices and pragmatics. Friend & Cook. (2006) Interactions: Collaboration Skills for School Professionals Jackson State University. (1998) Co-teaching as best practice in student teaching. MEXT. (2011) Survey of public senior high schools and combined junior high and high schools. MEXT. (2011) Commission on the Development of Foreign Language Proficiency Scruggs, Mastropieri & MCDuffie. (2007) Co-teaching in Inclusive classrooms: A Metasynthesis of

Qualitative Research. Exceptional Children Vol. 73, No.4 Stanford University. (2014) Top Ten Team teaching tips. Stanford University CTL. (2006) Benefits and challenges of team-teaching, Speaking of teaching,

Fall Team Teaching. (1998) City University of Hong Kong, Centre for the Enhancement of Learning and

Teaching. US Department of State, Office for Overseas Schools. (2016) Co-teaching best practices.