Japanese course for teachers in Elementary Schools Essay

What ar the minimal Nipponese language competencies for our team teachers working in Japanese Elementary schools? through with(predicate) this question I hope to make explicit and block out methods of entropy sight, diagnostic testing, and shoots epitome and determine if these methods transfer to another language. This selective information exit be use as a basis for put in authentic materials to prepare a Japanese for Specific Purposes language course. tantrum We have 12 British Council teachers team teaching in 24 Japanese junior high schools and one elementary school This is a completely Japanese environment (e.g. dress, code of conduct, meetings are all make in Japanese).Primarily our teachers rely on our team teachers to translate strategic information such as scheduling, written messages, problems with the photocopier, dealings with disruptive students, etc. In the future we would ilk to expand into Tokyo elementary schools, however, the instrument panel of edu cation has expressed reservations astir(predicate) our Japanese ability and that our British Council teachers need to be linguistically self reliant in the schools Objective.I would like to look at creating a series of Japanese language competencies comparable to the CEF guidelines for our British Council teachers teaching in elementary schools such as I can read instructions on a photocopier or I can interact in a simple way dealing with a change of school schedule. By get togethering feedback, typography competency guidelines and finally creating a diagnostic test, I hope to demonstrate the methods of data accretion and analysis that I have read about studying for this module.I would like to compare my journey from data collection to course objectives to similar cases of TESOL course design such as Johan Uvin when he designed workplace ESOL (Graves ed. , 1996). Further much I believe that by utilise native slope speakers as the students, I can examine more closely what our needs are (without interference from the native language). Then I can compare it to data collection methods and needs analyses that we use for our TESOL students. I am considering this as a sub-aim (the differences and similarities of data collection from L1 to L2 informants).To determine the competencies I must resolve these questions 1. What situations our teachers find themselves in an Elementary school condition where written or spoken Japanese is needed or used? 2. What expectations the Japanese team teachers or schools have in regards to what their needs are regarding communication with our staff? 3. What expectations our teachers have and what they would like to know how to scan, write or read? Data collection I propose three ways for data collection, which would be done concurrently 1.Diaries British Council teachers in twain elementary schools and JHS get out note down situations and times when they needed Japanese or would have liked to know how to say something in J apanese. (Long, 2005) 2. Interviews with our team teachers and elementary teachers on what they would expect our teachers to be able to do or say. These interviews/ questionnaires might have to be done in Japanese. (Anderson, 1998) 3. Questionnaire or take after of what BC teachers would like to learn in a course (Hinkel, 2005) I believe that use three ways of data collection will bring me a fuller and more varied sample of information.This will also give me more access to the differing stakeholders. Research Plan 1. I propose first to identify current and leading ideas of needs analysis and data collection. 2. Then I will test and verify these methods using both native speakers and Japanese team teachers to create the diaries and questionairres. 3. From this data collection, I will write minimum guidelines for Japanese linguistic competency in Elementary schools. 4. With this, I will write and send out a diagnostic test based on these results. 5.Finally, I will collect authentic materials to use in a Japanese language course. Issues I realise that developing a Japanese language course locomote outside of the TESOL area. However, I believe integration in the country or work atmosphere is an overlooked area of our work. I would also say that it falls under the area of Educational Management in TESOL and then I believe it is a valid area of study. Furthermore, data collection and analysis methods that I have covered in my reading for this module should be universal and apply to any language.I believe that by using native speakers for some of the actual needs analysis allows me to snuff it with the students (in this case the BC teachers) in a way that can test or validate certain presumptions of language learning and needs analysis. accentuate Reading Anderson, G. and Arsenault, N. 1998. Fundamentals of Educational Research. London Routledge Farmer. Graves, K. (Ed. ) 1996. Teachers as Course Developers. Cambridge CUP. Hutchinson, T. and Waters, A. 1987. Eng lish for Specific Purposes a learning centred approach. Cambridge CUP Chapter 8.Nunan, D. 1992. Research Methods in voice communication Learning. Cambridge CUP. Nunan, D. 1988. Syllabus Design, OUP. Skilbeck, M. 1982 Three educational ideologies in T. Horton & P. Raggat (eds) Challenge and Change in the Curriculum, Hodder & Stoughton. Long, M. 2005. Second Language Needs Analysis. Cambridge Cambridge University Press. Wallace, M. 1998. Action research for language teachers. Cambridge Cambridge University Press. Hinkel, Eli. (Ed. ) 2005. enchiridion of research in second language teaching and learning. New tee shirt Lawrence Erlbaum Associates.