Teacher Beliefs About the Introduction of Letters and Early Literacy Into Foreign Language Activities : Comparative Study of Elementary and Junior High School Teachers
-
- IKEDA Chika
- Aichi Prefectural University
Bibliographic Information
- Other Title
-
- 「外国語活動」への文字および初期リテラシーの導入に関する教員意識 : 小学校と中学校教員の比較
Abstract
This study reports the results of the questionnaire survey motivated by the scarcity of published research on the current elementary school (ES) English teaching practice and teacher beliefs in terms of letter and early literacy instruction. The respondents were 311 ES teachers and 332 junior high school (JHS) teachers. It was found that the ES teachers tended to use activities they consider important more often in their classes, and that their determination of the importance was affected by the description of the Course of Study. Moreover, the ES and JHS teachers' attitude toward letter and early literacy introduction into FLA was still generally divided. However, more teachers expressed positive opinions and their reasoning was based on their own teaching experience and knowledge about literacy development. In contrast, the reasons described by the teachers with negative attitude were mostly on the basis of their personal feelings or opinions. Considering that teachers' beliefs and content knowledge affect their classroom practive, it is important to share information between ES and JHS English education systems as well as to provide teachers with knowledge about English literacy development and their roles in it.
Journal
-
- ARELE: Annual Review of English Language Education in Japan
-
ARELE: Annual Review of English Language Education in Japan 25 (0), 17-32, 2014
The Japan Society of English Language Education
- Tweet
Details 詳細情報について
-
- CRID
- 1390282680799082112
-
- NII Article ID
- 110009930591
-
- ISSN
- 24320412
- 13448560
-
- Text Lang
- en
-
- Data Source
-
- JaLC
- CiNii Articles
-
- Abstract License Flag
- Disallowed