As an EFL country, Japan has relied much upon foreign English teachers as assistant language teachers (ALTs) in elementary school English education. There has been a stable demand for ALTs during the past decades in which native speakers of English (NSEs) have played the central role. However, for various reasons, the proportion of non-NSE teachers in elementary schools has been growing in recent years. The definition of “native speaker” is blurry among Japanese elementary school teachers. An ALT from an ‘outer circle’ country (Kachru, 1985) is often considered an NSE. In concordance, preferences and expectations toward foreign English teachers are shifting in Japan. Nakazawa and Kano (2022) surveyed Japanese elementary school teachers’ expectations for ALTs as English teachers. Results show that there is a tendency to prefer ALTs who can speak Japanese and have a good understanding of the school system in Japan. Other highly perceived elements were that the ALT could be a part of all-round education by spending time with students before and after the designated classes, including extracurricular activities and school events. ALT’s English proficiency or aptitude as a language teacher was not as important. With more non-NSEs playing key roles, preferences and expectations toward ALTs in elementary English education in Japan are shifting. Presenters will re-consider both non-NSEs and NSEs’ strengths to seek the possibilities or better and practical team-teaching of ALTs and Japanese teachers of English in Japan.

Authors:
Akiko Kano, Sophia University Junior College Division, Japan
Atsuko Nakazawa, Sophia University Junior College Division, Japan

About the Presenter(s)
Professor Akiko Kano is a University Professor/Principal Lecturer at Sophia University Junior College Division in Japan

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