<研究ノート>私立H高校の英語教育改革実践 --訳読法から英語でコミュニカティブな授業への転換、中間報告--

Abstract

This paper reports the practice and its effects of in-service teacher training that the author has been involved in since April 2018. The aim is to reform the English education at H Private Senior High School. At the point of March 2019, in which this report is under preparation, this project is still far from completion. Thus, this should be taken as an interim report. It has long been held that English should be taught basically in English aiming to develop communicative abilities. Nevertheless, a large number of schools still adopt the grammar-translation method, and H School was no exception. I surmise that this situation has persisted for the following reasons, which became apparent during three training stages: [the 1st stage] A lack of recognition of the necessity for English teaching to provide rich target language input, output, and occasional and timely focus on forms, in order to increase what learners can do in the target language; [the 2nd stage] A lack of knowledge about pedagogy for such language teaching; [the 3rd stage] The inadequacy of teachers' English proficiency and a lack of actual experiences in implementing such pedagogical practices. At H School, these problems were progressively presented to the attendees and then addressed through lectures, showing examples, presenting a model lesson framework, giving training for implementing recommended lessons using this framework, and requiring monthly open-class lessons for all the faculty to observe and discuss afterwards. As a result, all 12 English teachers learned to conduct communicative language teaching in English, making use of the steps given by the author. This paper discusses the details of this teacher education and its effects.