QualitativeResearchonJapaneseElementarySchool TeachersandAssistantLanguageTeachers・ PerceptionsAboutForeignLanguageActivities

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1.Introduction

1.1.ForeignLanguageActivities

From fiscal2002,theJapaneseMinistryof Education,Culture,Sports,ScienceandTechnology (MEXT)haspermittedeverypublicelementary schoolto implementEnglish activitiesin the

・periodforintegratedstudy・asanon-compulsory partoftheschoolcurriculum.In2008,MEXTre- viseditsCourseofStudyforelementaryschools andsecondaryschools,andonemajorchangein the elementary schoolcurriculum was that

・Foreign LanguageActivities・becameacom- pulsorypartoftheschoolcurriculum for5^thand 6^th grade students from fiscal2011 (Davies, Otani & Tsuido,2010).Forfiscal2009 and 2010,MEXT hadtransitionmeasureswhichal- lowed prefecturaland city education boards, andelementaryschoolstodecidewhethertoim- plementForeignLanguageActivities(Obunsha, 2008).According to MEXT・s (2011)survey, about99%ofapproximately20,000elementary schoolsimplementedForeignLanguageActivities infiscal2010.

Themaingoaloftheseactivitiesistoform thefoundationofpupils'communicativeabili- tiesthrough foreign languagesby achieving threegoals:(1)developinganunderstandingof languagesandculturesthroughvariousexperi- ences,(2)fostering apositiveattitudetoward communication,and(3)familiarizingpupilswith thesoundsandbasicexpressionsofforeignlan- guages(Davies,Otani& Tuido,2010).MEXT designatedEnglishasamainforeignlanguage whichshouldbetreatedinForeignLanguage Activities(MEXT,2008).

Inordertoachievethegoalsandavoidim- posinganexcessiveburdenonpupils,Foreign LanguageActivitiesismainlyfocusedonspeak- ingandlistening.Writingandreadingarejust treatedtosupportinstructionofspeakingand listening(MEXT,2008).Theannualnumberof lessonsofForeign LanguageActivitiesis35.

ThetotalnumberoflessonsofForeignLanguage Activitiesis70fortwoyears(5^thand6^thgrade). Thereisno government-designated textbook.

However,MEXT hasdistributedtoelementary

QualitativeResearchonJapaneseElementarySchool TeachersandAssistantLanguageTeachers・

PerceptionsAboutForeignLanguageActivities

―TransitionofEnglishLearningfrom ElementarySchooltoJuniorHighSchool ―

ShoNAKAJIMA*,Hi royukiOKAZAKI

Abstract

本研究は，小学校教員とALT（外国語指導助手）の外国語活動に対する意識についての質的研究であり，両者の小中連携に対する認識を探索的に調査し，仮説を生成した。13名の外国語活動指導経験がある小学校教員（元教員を1名含む）と14名のALTにアンケート調査を行い，分析方法としてM-GTA（木下,2003）を使用し，事例数や具体数を研究目的と相関的に決定するためにSCQRM（西條,2007,2008）をメタ理論として用い，概念モデル（仮説）を作成した。分析の結果，小学校教員とALTは，共通して，外国語活動における「指導改善」「指導者の能力向上」「授業外での英語使用環境」が児童の中学校での経験をより良くするための方法として認識しているという仮説が生成された。しかし「授業改善」における文字指導に関しては，若干の温度差が見られた。小学校教員とALTは，共通して，中学校外国語科における「外国語活動への理解」「生徒の経験を踏まえた指導改善」が生徒の外国語活動での経験を活かす方法として認識しているという仮説が生成された。これらの仮説は暫定的なものであり，より多様で妥当性のある仮説を生成するためには，さらなる研究が必要である。

keywords：EnglishEducation,ForeignLanguageActivities,AssistantLanguageTeachers(ALTs)

*富山大学人間発達科学研究科修了生

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schoolpupilsandteacherssupplementalmateri- alsnamed ・Eigo Note・(fiscal2009-2011)and

・Hi,friends・(fiscal2012-),alongwithCDsand DVD-ROMswhichincludeaudioandvisualcon- tentrelatedtothematerials.

1.2.Transition of English Learning from ElementarySchooltoJuniorHighSchool

Theoverallpurposesofforeign language educationinelementaryschool(ES)andjunior highschool(JHS)areshownbelow.

Takahashi(2011)explainsthebridgingof purposesbetweenESandJHS.Pupils'learning inForeignLanguageActivities(ES)ismainly donethrough experimentalactivities,butthe subjectofforeignlanguage(JHS)includes,inaddition,learning w ith textbooks.Linguisticin- structionofForeignLanguageActivities(ES)is mainlyfocusedonlisteningandspeaking,but thesubjectofforeign language(JHS)utilizes students'experiencesinESinlearningreading and w riting (Takahashi,2011).Therefore,the purposesofESandJHSforeignlanguageeduca- tionseem tobelinked.

However,asurveyconductedbyNaganuma etal.(2012),with1,138JHSJapaneseteachersof English (JHS JTEs)and 474 ES teachers,re- portedthatmanyESteachersdoactivitiesof singing and games in Foreign Language Activities (English activities),butmany JHS

JTEsexpectactivitiesforlearningthelettersof the alphabetand basic English conversation.

Thisresultseemstorevealthattherearediffer- encesbetweenJHSJTEsandESteachersabout expectationsforEnglisheducationinESandthe bridgebetweenESandJHSEnglisheducation.

Inaddition,Naoyama(2011)statesthatthe purposesofForeignLanguageActivitiesarede- velopingpupils・attitudeandfamiliarizingpu- pils w ith the English language,which are difficulttobemeasuredbyqualitativeassess- ment.Therefore,Naoyama suggeststhatJHS JTEs should construct lessons purposefully based on students・experiences in Foreign LanguageActivities.Mantanietal.(2011)introduces,forexample,understandingthepurposes andcharacterofForeignLanguageActivities, respecting ES teachersand theirteaching ap- proaches,andutilizingstudents・communication abilities developed in Foreign Language Activitiesforinstruction.Moreover,Naoyama (2011)suggeststhatESteachersshouldimple- mentForeignLanguageActivitieswithconsid- erationofpupils・futureEnglishlearninginJHS.

Kanamori(2011)introduces,forexample,allow- ingthem toexperiencesuccessinlisteningto Englishthroughenoughlisteningactivitiesand introducingspeakingactivitiesinsmallstepsin ordertoestablishacertainlevelofpupils・posi- tiveattitudetowardEnglishlearningandfamil- iarizationwithEnglish.Inaddition,Nakamura (2012)suggestsintroducingactivitiesforfamil- iarizingpupilswiththelettersofthealphabetin smallstepsinordertoreducestudents・burden inreadingandwritinglearninginJHS.

Regardingstudents・opinionsaboutESand JHSEnglisheducation,Benesse・s(2012)survey revealsthatmanyJHSfirstgradestudentsfeel unfilledbyalackofconversationactivitiesand classeswithassistantlanguageteachers(ALTs), andrecognizethatreadingandwritingtheal- phabetandbasicEnglishconversationlearned inForeignLanguageActivities(orEnglishac- tivities)areusefulintheirEnglishlearningin Table 1:The Purposes ofForeign Language

EducationinElementarySchoolandJuniorHigh School(Takahashi,2011)

ForeignLanguage

Activities(ES) SubjectofForeign Language(JHS) (1)developingtheunder-

standingoflanguageand culturesthroughvarious experiences,(2)fostering a positive attitude to- wardcommunication,and (3) familiarizing pupils with the sounds and basicexpressionsoffor- eignlanguages

(1)developingtheunder- standingoflanguageand cultures,(2)fostering a positiveattitudetoward communication,and (3) developing communica- tionabilitiesthatinclude listening,speaking,reading,andwriting.

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JHS.Inaddition,thissurveyrevealsthatmany JHSfirstgradestudentsrecognizetheyshould havelearnedreadingandwritingEnglishinele- mentaryschooldays.

However,therearefew studieswhichinves- tigate ES HRTs・perception abouthow they teachinForeignLanguageActivitieswithcon- siderationofpupils・futureEnglishlearningin JHS,andwhatthey recognizeastohow JHS JTEsshouldteachstudentsinordertoutilize students・ experiences in Foreign Language Activities.ESHRTs・perceptionsabouttheseis- sueswouldseem tobeofsomehelpformanyES HRTsandJHSJTEstoachieveasmoothtransi- tion of English learning from ES to JHS.

Therefore,it can be said that investigating qualitativelyandgeneratinghypothesesregard- ingESHRTs・perceptionpatternsabouttheseis- sueswouldhavesignificance.Inaddition,many ALTsregularly teach in both ESsand JHSs (sometimesand high schools);therefore,they seem tounderstandthecontentsoflessonsand pupils・(students・)abilitiesinbothESandJHS.

Moreover,Shinato・s(2010,2012)qualitativere- searchreportedthatsomeHRTsindicatedALTs areusefulforteachingandasinformationre- sourcesinordertoachievethesmoothtransi- tion.Therefore,qualitative investigation and generatinghypothesesregardingALTs・perception patternsabouttheissueswould seem to havesignificance.

2.ThePresentStudy 2.1.PurposeoftheStudy

Themainpurposeofthisstudyistocon- structconceptualmodels(hypotheses)whichex- plainelementaryschoolhomeroom teachers(ES HRTs)andassistantlanguageteachers・(ALTs) perceptionpatternsaboutwaysforsmoothtran- sitionofpupils・Englishlearningfrom elementary school to junior high school,not to generalizetheresultsto many ES HRTsand ALTs.Theresearchquestionsareshownbelow.

1.WhatdoESHRTsandALTsrecognizeas to how they teach pupils in Foreign LanguageActivitiesin ordertoimprove pupils・futureEnglish learning in junior highschool?

2.WhatdoESHRTsandALTsrecognizeas tohow juniorhighschoolJapaneseteach- ersofEnglishandALTsshouldutilizestu dents・experiences in Foreign Language Activities?

2.2.Participants

Theparticipantsconsistedof10publicele- mentaryschoolhomeroom teachers(ESHRTs), a publicschoolspecialclassroom teacher,an ex-teacherofanelementaryschooland14assis- tantlanguageteachers(ALTs).HRTsteachpu- pilsinalmostallsubjectsanddoguidancefor pupilsin theirschoollife.Specialclassroom teachersareinchargeofspecialclassrooms,and supportandteachstudentswithspecialneeds.

MinistryofEducation,Culture,Sports,Science and Technology (MEXT)allows other class HRTsandnon-HRTs,includingvice-principals andspecialclassroom teachers,toteachForeign LanguageActivitiesinsteadofHRTs.ALTsare foreign teacherswhoteach English language, with Japaneseteachers,in elementary,junior highschoolsandhighschools.AlmostallALTs belong to theJapan Exchangeand Teaching Program (JETprogram)oraredispatchedbypri- vate companies.They are hired by city or prefecturaleducation boards.Allthe partici- pantswererecruitedviae-mailorfacetoface.

2.2.1.JapaneseParticipants

TheJapaneseparticipantsconsisted of11 elementaryschoolhomeroom teachers(A,B,C, D,E,F,G,H,I,J,K),aspecialclassroom teacher (L)andanex-teacherofanelementaryschool (M).Theywereteachersandanex-teacherwho haveexperienceasamainteacherinforeignlan- guageactivityclasses.Theyrangedinteaching

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yearsinelementaryschoolfrom 3to29years.

Two(K,M)haveteachingexperienceinjunior highschools.Thenumberofforeignlanguage activityclasseswhichtheparticipantsteachper weekrangesfrom 0to3for5^thgrade,andfrom 0to3for6^thgrade.Themajorityofteachers were females (n=8)and they were from 12 schoolsin 6differentcities.Thefrequency of foreign languageactivity classescarried with ALTsrangesfrom onceayeartoeverytime.

One(G)doesnotreceivesupportfrom ALTs.

2.2.2.AssistantLanguageTeachers

Therewere14assistantlanguageteacher (ALT)participantswhorangedinworkingexpe- rienceasanALTfrom 1to7years.12ALTs(A, B,C,D,F,G,H,I,J,K,M,N)haveteachingexpe- riencein elementary schoolsand juniorhigh schools.One (E)teachesonly in non-regular Englishactivitiesfor1^stto4^thgraders.One(L) teachesonlyinjuniorhighschools.Thenumber ofelementary schoolforeign languageclasses theparticipantsteachrangedfrom 2to22.The numberofjuniorhighschoolclassesthepartici- pantsteachrangedfrom 0to25.9ALTsaretak- ingpartintheJapanExchangeandTeaching Program.2ALTsarehiredbyprivatecompa- nies.3ALTsaredirectlyhiredbycityeducation boards.

2.3.ResearchInstrument

Thedatacollectioninstrumentsusedinthis study werequestionnaires.Twodifferentlan- guagetypequestionnairesforHRTsandALTs weredevelopedbytheresearcherbasedonthe researchquestions(seeAppendixA).Inorderto obtaininformedconsentfrom participants,the purposeofthisresearchandadescriptionofthe handling ofinformation aredescribed on the firstpageofthequestionnaires.

2.3.1.QuestionnairefortheJapaneseTeachers ThequestionnairefortheJapanesepartici- pantsiswritteninJapanese,including7items

for background information and two open- endedquestions.Thetwoopen-endedquestions areasfollows:

1.How doyouteachpupilsinordertoim- provetheirEnglish languagelearningin juniorhighschools?

2.How shouldjuniorhighschoolJapanese teachersandALTsteachstudentsinorder to activate knowledge and skills they learnedinelementaryschools?

2.3.2.QuestionnairefortheAssistantLanguage Teachers

ThequestionnairefortheALTparticipants iswritten in English,including 10 itemsfor background information and two open-ended questionsforeachoftheresearchquestions.The twoopen-endedquestionsareasfollows:

1.How shouldALTsandelementaryschool HRTsteach pupilsin orderto improve theirfutureEnglishlanguagelearningin juniorhighschools?

2.How shouldALTsandjuniorhighschool Japanese teachers ofEnglish teach stu- dentsinordertoactivateknowledgeand skillstheylearnedinelementaryschools?

2.4.DataAnalysis

2.4.1.DataAnalysisFramework

Qualitativeanalysiswasusedbecausethe mainpurposeofthisstudyistogeneratecon- ceptmodels(hypotheses)whichwouldexplain Japanese teachers・and ALTs・perceptionsre- garding waysforsmooth transition ofpupils・

Englishlearningfrom elementaryschooltojun- iorhigh school.Analysiswascarried outby ModifiedGroundedTheoryApproach(M-GTA) developedbyKinoshita(2003).However,modi- fied-grounded theory isnotavailableforem- ployment of concepts which have a small

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number of examples. Therefore, Structure- Construction Qualitative Research Method (SCQRM)wasusedasameta-method.SCQRM wasdevelopedbySaijo(2007,2008),anditde- terminesthenumberofcasesorsamplesbased on theresearch questions(orinterest)ofre- searchers,thereforepreservingscientificvalid- ity and falsifiability in a few casestudy by structuring themodeloftargetand showing constructiontrail(Iwataetal,2010).

2.4.2DataAnalysisProcedure

Examiningtheteachers・writtenresponses, sentencesorpassagesthatseem tohavesimilar themesorpatternsaregatheredasavariation (concreteexample)and then given a concept name.The conceptname,its definition,and concreteexamplesarewritten on an analysis worksheet(seeAppendix B).On theanalysis worksheet,aconceptname,itsdefinition,con- creteexamplesandtheoreticalnotewithoppo- site examples and analysis perspective are recorded.Oneanalysisworksheetiscreatedfor each concept(Okazaki,2012).Finally,concept modelsforeachresearchquestionweregener- atedandsummarizedon conceptualdiagrams withdescriptionsofrelationshipsamongconcepts andcategorieswhichincludesomeconcepts.

3.ResultandDiscussion

3.1ImprovingPupils・FutureEnglishLearning inJuniorHighSchool

3.1.1QuestionsintheQuestionnaires

In thequestionnaires,allJapanesepartici- pantswereaskedtoanswerthequestion,・How doyouteachpupilsinordertoimprovetheirfu- tureEnglish languagelearningin juniorhigh schools (JHSs)?・,and allassistant language teacher(ALT)participantswereaskedtoanswer thequestion,・HowshouldALTsandelementary schoolhomeroom teachers(ESHRTs)teachpu- pilsinordertoimprovetheirfutureEnglishlan- guagelearninginJHSs?・,inordertogeneratea hypothesisfortheresearchquestion,・Whatdo

ESHRTsandALTsrecognizeastohow they teachpupilsinForeignLanguageActivitiesin ordertoimprovepupils'futureEnglishlearning inJHS?・.

3.1.2ConceptualModel

Allconceptsandcategoriesforthesecond researchquestionweresummarizedinaconcep- tualdiagram (Figure2).Thediscussionwillbe carriedoutbasedonFigure1.Thefindingsof thisstudy suggestthatexaminingtheresults obtainedfrom thequestionnaireprovokedthree majorcategories:(1)improvinginstruction,(2) improving instructors・abilities,and (3)estab- lishinganEnglishenvironmentoutsideForeign LanguageActivities.

Thecategory・improvinginstruction・consistsofthreeconcepts:・familiarizingpupilswith English language more deeply,・・establishing pupils・motivation,positiveattitude,andinterest in learning English,・ and ・teaching w riting, readingandphonics・.Thefirstconcept,・familiarizing pupils w ith English language more deeply・,wasgeneratedby 8participants(five HRTsandthreeALTs).OneALT (J)andone HRT (G)statedtheirattemptstoteach pupils properpronunciation.OneHRT(I)statedherat- tempttogivestudentsenoughopportunitiesto pronounce English. One special classroom teacher(L)statedherattempttofamiliarizeher pupilswith classroom English.OneHRT (H) statedtheimportanceofinstructionofgestures inactivities(game,chants,andsoon).OneHRT (B)statedthatsheshowspupilsDVDsasEnglish teaching material.One ALT (F)stated that teaching notonly pronunciation,butalsothe meaningofwordsandexpressions,isnecessary forfamiliarizingpupilswiththem.OneALT(E) claimedthatHRTsandALTsshouldnotexpect pupilstorememberallvocabularyandexpres- sionstheylearnedinnon-regularEnglishactivi- tiesthrough 1stto 4th grade.One ALT (F) claimedthatassessmentofpupilsunderstand- ingisnotalwaysdone.

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OneofthepurposesofForeignLanguage Activitiesisfamiliarizing pupilswith English soundsandbasicexpressions(MEXT,2008).A surveybyOkazakiandSaida(2013),conducted

with approximately 900 JHS firstgradestudents,reportsthatinJHStheyfeeltheefficacy ofForeignLanguageActivitieswhentheyuse vocabularyandexpressionslearnedinForeign Figure1:ConceptualModelofImprovingPupils・FutureEnglishLearninginJuniorHighSchool

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LanguageActivities(51.5%),they can achieve conversation learned in Foreign Language Activities(41.8%),they can understand what ALTssay(25.3%),andsoon.Theseresultsindi- catethatmanyJHSfirstgradestudentsfeelthe efficacy of learning in Foreign Language Activities.Aoki(2011)statesthat・familiariza- tion・ is not having pupils understand and memorize everything in Foreign Language Activities.However,Kanamori(2010)statesthat familiarizingisachievedwhenpupilsexperience successinusingEnglishinactivities.Therefore, deepfamiliarizationisnecessaryanditseemsto contributetotheimprovementofpupils・future EnglishlearninginJHS.

Kanamori(2011)states,asforpronunciation instructioninForeignLanguageActivities,mo- notonousdrillsanddelicateinstructionofpro- nunciation are notnecessary because ofthe purposeofForeignLanguageActivities.However, Allen-Tamai(2010)statesthatEnglishteachers (even ES HRT)shouldacquireproperEnglish pronunciationandhavepupilsdiscoverEnglish sounds which are different from Japanese.

Although many ES HRTsworry abouttheir Englishability(Benesse,2006),Nakamura(2011) statesthatES HRTscan teach pupilsproper EnglishsoundsbyusingCDsandDVD-ROMs whichincludenativespeakers・voices.

Kanamori(2011)statesthatinstructionof themeaningofEnglishvocabularyandexpres- sions should be done through giving pupils enough inputand having pupilsimaginethe meaningofwordsandexpressionstheylistento.

Kanamoriintroducestheidea,forexample,that when ES HRTshavepupilslisten toEnglish wordsandsentences,theyshouldhavethepu- pilsimaginepicturesandfeelingsofthespeak- ers.Butler-Goto (2005) states that even in Englisheducationinelementaryschool(ES),as- sessingpupilsisnecessarytoobtaininformation (e.g.,abilities,degreeofacquisition)aboutpupils・

leaninginordertoutilizetheinformationtoim- proveinstructionandpupils・learning.

The second concept,・establishing pupils・

motivationandpositiveattitudetowardlearn- ingEnglish・,wasgeneratedby 5participants (oneHRT andfourALTs).OneHRT (J)stated hisactualattempttohavepupilsfindcommuni- cationtobefun.Inaddition,hetriestohavepu- pilshaveaninterestinforeigncountries.One ALT(I)statedthatForeignLanguageActivities shouldbefuninordertopromotepositiveatti- tudestoward learning English.OneALT (M) claimedHRTsshouldevaluatepupils・interests, motivation,andattitudeintermsofactiveuseof theforeign languageforcommunication.One ALT (D)statedthatdisciplineisnecessaryfor creating the proper attitude for learning English.OneALT(G)indicatedthatHRT・sguid- anceisnecessaryforconfusedpupils.

TheoverallpurposeofForeign Language Activitiesis・formingthefoundationofcommu- nicationabilities・(MEXT,2008).Mantani(2011) statesthatthe foundation ofcommunication abilitiesseemstoincludeanaffectivesideanda technicalside.Mantaniexplainsthattheaffec- tivesideincludesinterest,motivation,andthe attitudetowardcommunicationinEnglish,and thetechnicalsideincludesbeingfamiliarwith Englishsoundsandbasicexpressions.Kanamori (2012)statesthatestablishingpupils・interestin communication and the cultures of foreign countriesisimportantforformingpupils・moti- vationforlearningEnglishinJHS.

Makinglessonsfunseemstobeeffectivein fostering pupils・ positive feelings toward Englishlearning.AccordingtoBenesse・s(2012) survey,conducted with approximately 1,500 JHSfirstgradestudents,63%oftheparticipants answeredthat・theylikedEnglishactivities(or Foreign Language Activities)・ and 73.3% of them answeredthat・lessonswerefun・asthe reason.Regardingdisciplineandsupportingpu- pils,Hinatahata(2011)statesthatonlyESHRTs can understand allstudents・conditions and abilities;therefore,theycanteachaccordingto eachstudentandofferpupilssecurity.Butler-

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Goto (2005)statesthatassessing pupils・atti- tudesandotheraffectivefeaturesisnecessary becauseestablishingapositiveattitudeisoneof theimportantpurposesinEnglisheducationin ES.

The concepts ・familiarizing pupils with Englishlanguagemoredeeply・and・establishing pupils・motivation,positiveattitude,andinterest in learning English・generated by thepartici- pantsseem tocorrespondrespectivelywithboth thetechnicalandaffectivesideofthefounda- tionofcommunicationabilities(Mantani,2011). Therefore,itcan besaidthatbothHRTsand ALTsrecognizethatformingthefoundationof communicationabilitiescontributestoimprov- ingpupils・futureEnglishlearninginJHS.

Thethirdconcept,・instructionofwriting, reading,andphonics・wasgeneratedby6par- ticipants(threeHRTsand threeALTs).Two ALTs(B,N)statedthatHRTsshouldintroduce writingactivitiesforpupilsfrom ES.Inaddition, oneALT(N)indicatedonereasonisthatpupils willencounteralotofwritingactivities,thus, writingactivitiesfrom ESmaketheadjustment oftheirlearningbetweenESandJHSeasier.One ALT (A)statedthatteachingreadingandwrit- ingthelettersofthealphabetisnecessary.One HRT (D)andspecialclassroom teacher(L)indi- catedthattheydonotteachreadingandwriting wordsbutthey display lettersofwords.One HRT(B)statedthatsheshowspupilsDVDsfor phonicsinstruction.

MEXT (2008)indicates thatwriting and reading should betreated only tosupportin- structionofspeakingandlisteninginForeign LanguageActivities.・EigoNote・(supplemental materialdevelopedby MEXT)includesactivi- tiesforfamiliarizingpupilswiththelettersof thealphabets(Nakamura,2011).Nakamuraex- plainsthatthepurposeofthisactivity isto makepupilsinterestedinthealphabetandable torecognizesmallandbiglettersofthealpha- bet.Therefore,itcanbesaidthatMEXT sug- geststhatfamiliarizingpupilswiththelettersof

thealphabetisenoughforwritingandreading instruction in Foreign Language Activities (Tada,2010).Nakamura(2011)statesthatthe reasonswhywritingandreadingactivitiesare notdonemorethaninstructionofthealphabet inForeignLanguageActivitiesaredifficulties ofinstructionofwritingandreading,limitedles- son time,and so on.However,according to Benesse・s (2012)survey,conducted with approximately 2,400 JHS first grade students, throughEnglishlearninginEnglishinJHS,they feeltheyshouldhavelearned・writingEnglish words・ (33.1%), ・writing English sentences・

(26.7%),・reading English words・(26.9%),and

・readingEnglishsentences・(33.1%)inESdays.

Inaddition,asurveyconductedbyKoizumiet al.(2012),with474juniorhighschoolJapanese teachersofEnglish(JHSJTEs)in2009,reports thatabouthalfoftheparticipantswishEnglish activities(ForeignLanguageActivities)would includeinstruction oflettersofthealphabet.

Theseresultsseem to revealthatmany JHS JTEsandstudentswishthatForeignLanguage Activitieswouldincludesomewritingandread- ingactivities.

The category, ・improving instructors・

abilities・,consistsoftwoconcepts:・HRTs・abili- tiesforteachingEnglish・and・necessaryabili- tiesasALTs・.Thefirstconcept,・HRTs・abilities forteachingEnglish・,wasgeneratedby4ALT participants.One ALT (L)stated thatHRTs should improve theirteaching even without ALTs.Two ALTs(D,H)claimed thatHRTs should improvetheirEnglish ability and use Englishmoreininstruction.OneALT(M)stated thatHRTs・ability todraw up teaching plans based on the pupils・interests is important.

Therefore,HRTs・abilitiesforteachingEnglish seem tohaveapositiveimpactonimprovingin- struction.

Yokoi(2012)states that JHS and high schoolJTEsshouldhavenotonlyteachingabil- itybutalsoacertainlevelofEnglishability,in ordertobeabletoteachstudentsEnglishina

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practicalmanner.TheALTswhogeneratedthis conceptmay recognize the pointin Yokoi・s statement.Theconceptwasgeneratedbyonly ALTparticipant.However,somesurveysreveal thatmanyHRTsworryabouttheirEnglishabil- ity(Benesse,2006)andEnglishteachingability (Otani& Tsuido,2011),anditcanbesaidthat manyHRTsevencurrentlyworryaboutthese problems.Therefore,itisdifficulttogenerate thehypothesisthatHRTsdonotrecognizethey should improve their abilities for teaching English.

Thesecondconcept,・necessaryabilitiesas ALTs・,wasgenerated by 2 participants(one HRT andoneALT).OneHRT (K)statedthat ALTswhoteachinJHSstakepartinForeign LanguageActivities.OneALT (M)stated the necessary abilities of ALTs for Foreign LanguageActivities.He/shestatedthattheabil- ityofALTstocreateteachingcontentandac- tivitiesthatsuitpupils・developmentalstages andcapturetheirattentionandinterest,theabil- itytomotivatepupilstoactivelycommunicate withothers,andtheabilitytofamiliarizetheir pupilswiththesoundsandbasicexpressionof theforeignlanguagearenecessaryforALTsin ForeignLanguageActivities.Therefore,thenec- essaryabilitiesofALTsseem tohaveapositive impactonimprovinginstruction.

TheJETprogram,whichincludesmany(ap- proximately4,000)ALTsinJapan,doesnotre- quire applicants to possess a Bachelor of Education degree,teachingexperience,orlan- guageproficiencyinJapanese(Otani,2007).In addition,privatecompaniescan imposetheir ownapplicationrequirements.Therefore,there seemstobeALTswhohavevariousabilities andpersonalattributes.However,Saito(2009) reportstherearesomeclaimsfrom ESteachers whopointouttherearesomeALTswhodonot haveenough ability asteachers.Atthesame time,manyESHRTsworryabouttheirEnglish ability (Benesse,2006)and English teaching ability (Otani & Tsuido, 2011). Therefore,

improvingALTsabilitiesasteachersseemsto benecessaryforimprovingtheteachinglevelof ForeignLanguageActivities.

AccordingtoShinato・s(2012)qualitativere- search,conductedwithESteacherswhoteach ForeignLanguageActivities,anESteacherpar- ticipantindicatedthatsomeALTsconsiderthe smooth transition ofpupils・English learning from ES toJHS and ES teachersshould hear theiropinionsaboutthismatter.Thisresult seemstoleadtothehypothesisthatthereare someESHRTswhoutilizeALTs・opinionsinim- provinginstructionforthesmoothtransitionof pupils・English learning from ES toJHS,and supportstheconceptgeneratedbythecurrent study.

Thecategory・establishinganenvironment outsideForeignLanguageActivities・consistsof oneconcept:・establishinganEnglishlanguage environmentoutsideForeignLanguageActivit ies・.Theconcept・establishinganEnglishlan- guageenvironmentoutsideForeign Language Activities・wasgeneratedby5participants(one HRT and fourALTs).Three ALTs(C,K,L) stated that even outside Foreign Language Activities,HRTsshouldusesomeexpressionsof classroom English(notalways)andgivepupils opportunitiestousethem.OneHRT (I)stated heractualattempttosay numbers,days,and weatherinEnglishonadailybasis.OneALT(A) suggestedshowingpupilsshortmoviesevery- dayfrom 1^stto6^thgrade.Inaddition,oneALT (K)statedthereasonistofamiliarizepupilswith theEnglishlanguage.Therefore,establishingan EnglishlanguageenvironmentoutsideForeign LanguageActivitiesseemstohaveapositive impactonfamiliarizingpupilswiththeEnglish languagemoredeeply.

Kasaharaelementaryschool,whichisanex- perimentalschooldesignated by MEXT,uses Englishinschoolannouncementsandbulletin boards,has15minutesofactivitieswhichutilize audioandvisualmaterialtwiceperaweek,and holdseventswithforeignuniversitystudents,in

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ordertofamiliarizepupilswithEnglishoutside classes(Kasaharaelementaryschoolandjunior highschool,2011).Inthelisteningandspeaking sectionofatestaccordingtoa・nationalsurvey aboutEnglisheducation・(NationalInstitutefor EducationalPolicyResearch,2009),thescoreof sixth gradestudentsin Kasahara elementary schoolissignificantlyhigherthantheaverage scoreofparticipantsalloverJapan (Kasahara elementaryschoolandjuniorhighschool,2011). AsthisESimplementsEnglishactivitiesfrom firstgrade,establishinganEnglishlanguageen- vironmentoutsideclassesseemstoaffectthe testscore.ForeignLanguageActivitiesareim- plementedonceaweekandhavetheaim tofa- miliarize pupils with English. Therefore, establishinganEnglishlanguageenvironment outsideclassesseemstobeeffectiveforfamiliar- izingpupilswithEnglishmoredeeply.

All concepts for the research question,

・WhatdoESHRTsandALTsrecognizeasto how they teach pupilsin Foreign Language Activitiesin orderto improve pupils・future EnglishlearninginJHS?・canbeputintothe categories・improvinginstruction・,・improving instructors・ abilities・, and ・establishing an EnglishlanguageenvironmentoutsideForeign LanguageActivities・.From thisresult,thefol- lowinghypothesiswasgenerated:

1.HRTsandALTsrecognizethatimproving instruction and instructors・abilities,and establishinganEnglishlanguageenviron- mentoutsideForeignLanguageActivities arewaysforachievingasmoothtransition ofpupils・Englishlearningfrom EStoJHS.

Many concepts generated in the current study arerelated to thepurposesofForeign LanguageActivities(MEXT,2008).Therefore, ESHRTsandALTsseem torecognizethatthe successofForeignLanguageActivitiescontrib- utestothesmoothtransitionofpupils・English learningfrom EStoJHS.However,theyhavea

littledifferentperceptionabouttheinstruction ofwritingandreading.HRT participantsindi- catedattemptstodisplaylettersjusttosupport listening and speaking butALT participants suggestedimplementingwritingandreadingac- tivities.

3.2UtilizingStudents・ExperiencesinForeign LanguageActivities

3.2.1QuestionsintheQuestionnaires

Inthequestionnaires,allJapaneseandassis- tantlanguageteacher(ALT)participantswere askedtoanswerthequestion・How shouldjun- iorhigh schoolJapaneseteachers(JHS JTEs) andALTsteach studentsin ordertoactivate knowledgeandskillstheylearnedinelementary schools(ESs)?・,inordertogenerateahypothesis forthethirdresearchquestion・Whatdoelemen- taryschoolhomeroom teachers(ESHRTs)and ALTsperceiveastohow JHSJTEsandALTs shouldutilizestudents・experiencesinForeign LanguageActivities?・

3.2.2ConceptualModel

Allconceptsandcategoriesforthethirdre- searchquestionweresummarizedintoaconcep- tualdiagram (Figure2).Thediscussionwillbe carriedoutbasedonFigure2.Thefindingsof thisstudy suggestthatexaminingtheresults obtainedfrom thequestionnaireprovokedtwo major categories:(1)understanding Foreign LanguageActivities,and(2)improvinginstruction basedonstudents・experienceinForeign LanguageActivities.

The category, ・understanding Foreign LanguageActivities・,consistsofthreeconcepts:

・understandingthecontentsofForeignLanguage Activities,・・understanding freshmen・s knowl- edgeand abilities・,and ・cooperation with ES HRTsandALTs・.

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Thefirstconcept,・understandingthecon- tentsofForeignLanguageActivities・,wasgen- eratedby7participants(3Japaneseparticipants and4ALTs).Onespecialclassroom teacher(L) andtwoALTs(H,M)indicatedtheimportance ofunderstanding the contents and teaching methods ofForeign Language Activities.In

orderto understand the practice ofForeign LanguageActivitiesand improveinstruction, twoHRTs(J,K)statedtheimportanceofobserv- ingForeignLanguageActivities,andtwoALTs (D,G)indicatedthatJHSJTEsandALTsshould becomefamiliarwith thecoursematerialsof ForeignLanguageActivities(e.g.,・EigoNote・, Figure2:ConceptualModelofUtilizingStudents・ExperiencesinForeignLanguageActivities

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・Hi,Friends・).

Mantanietal.(2011)statesthatthereare many differencesbetween Foreign Language Activitiesandjuniorhighschool(JHS)English educationbecauseForeignLanguageActivities isnotasubjectandisforpupilsatadifferentde- velopmentalstagethanthoseatJHS.Therefore, JHSJTEsshouldunderstandthepurposesand characterofForeignLanguageActivities.

Kobayashietal.(2012)suggeststhatJHS JTEsunderstandthecontentsof・EigoNote・,in ordertounderstandthecontentswhichstudents learnedinForeignLanguageActivitiesbecause manyESHRTsuse・EigoNote・,evenifassup- plemental material.Naoyama (2011) recom- mendsobservinglessonsofForeignLanguage Activitiesasawayofunderstandingthecon- tentsandteachingapproachesoftheseactivi- ties.

Thesecond concept,・understanding fresh men・sknowledgeandabilities・,wasgenerated by5participants(1Japaneseparticipantand4 ALTs).Theex-teacher(M)indicatedtheimpor- tanceofunderstandingwhatnew studentscan andcannotdoinusingEnglish,inordertomake lessonplans.OneALT(F)suggestedhavingnew students realize whatthey can do in using English,inordertomotivatestudents.OneALT (B)statesthatJHSJTEsandALTsshouldnot assumethatfreshmenhavenoEnglishknowl- edge when they enterJHS.In contrast,two ALTs(C,E)claimedthatJHSJTEsandALTs shouldnotassumethatstudentsremembereve- rythinglearnedinForeignLanguageActivities.

Inaddition,oneALT(C)stateditisbecausethe goalofForeignLanguageActivitiesisnotestab- lishingEnglishskillsandknowledge.

OneofthepurposesofForeignLanguage Activitiesis・familiarizingpupilswithEnglish soundsand basicexpressions・(MEXT,2008). Therefore,itcan besaid thatJHS JTEsand ALTscannothighlyexpectstudentstoremem- ber allEnglish vocabulary and expressions which they learned in Foreign Language

Activities.Hida (2011)recommends for JHS JTEstounderstandfreshmen・scurrentknowl- edgeandattitudetowardEnglish,in orderto utilizetheirexperiencesin Foreign Language Activitiesintheirinstruction.Hidarecommends observingfreshmeninactivitiesandconducting questionnaires,inordertounderstandEnglish sounds,vocabularyandexpressionstheyarefa- miliarwith,andtheirattitudetowardsEnglish communication.In addition,Hida statesthat permitting freshmen to affirm their English abilitiescontributestoimprovingtheirmotiva- tionforEnglishlearninginJHS.

The third concept,・cooperation with ES HRTsandALTs・,wasgeneratedby6partici- pants(2HRTsand4ALTs).TwoALTs(D,M) describedtheimportanceofcooperationwithES HRTs,in ordertounderstandthecontentsof Foreign LanguageActivities.In addition,one ALT(M)statedthat,throughexchanginginfor- mation,JHSJTEsshouldlearnteachingmeth- ods employed by ES HRTs.One ALT (B) describedtheimportanceofcooperationwithES HRTs,inordertoassessfreshmen・sabilityand knowledgeinusingEnglish.OneALTsuggested thatJHSJTEscanaskALTsaboutthecontents of Foreign Language Activities. Therefore,

・cooperation with ES HRTsandALTs・seems to havea positiveimpacton ・understanding contentsofForeign LanguageActivities・and

・assessmentandconsiderationofnew students・

knowledgeandability・.

Naoyama(2011)statesthatinformationex- changeandinteractionamongthem isnecessary in orderto achieve cooperation between ES HRTsandJHSJTEs.Naoyamaexplainsthatin- formationexchangeinvolvesESHRTsandJHS JTEsunderstanding each other・steaching ap- proaches, and includes lesson observation.

InteractioninvolvesESHRTsandJHSJTEdis- cussingtogethertoimprovetheirteaching,and includesdiscussionafterlessonobservation.

Sou(2011)statesthattoimproveinstruc- tion,JHSJTEscanlearnalotfrom ESHRTs,

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even though ES HRTs are not professional Englishteachers.ESHRTsaresuperiorinterms ofutilizingthecontentsofothersubjectsinto instructionofForeignLanguageActivities,giving pupilseffectivefeedback which improves pupils・attitudetoward learning,and teaching non-verbalcommunicationstrategies(e.g.,ges- tures),becausetheyteachpupilsalmostallsub- jectsandteachpupilsinvariousdevelopmental stages.

Many ALTsteach in both ES and JHS.

Therefore,theyseem tounderstandpupils・conditions,and the contents and teaching ap- proachesofForeignLanguageActivities.Itcan besaidthatcooperationwithALTscontributes toutilizingstudents・experiencesinJHS.

Thecategory,・improvinginstructionbased on students・experiencein Foreign Language Activities・,consistsofthreeconcepts:・utilizing Englishsounds,words,andsentencesstudents are familiar with from learning in Foreign LanguageActivities,・・maintainingandimprov- ing students・motivation and attitudetoward learningEnglish・,and・havingenoughcommu- nicativeactivities・.Thefirstconcept,・utilizing Englishsounds,words,andsentencesstudents are familiar with from learning in Foreign LanguageActivities,・wasgeneratedby5par- ticipants(4HRTsand1ALT).FourHRTs(A,D, H,I)indicatedtheimportanceofhavingenough listeningandspeakingactivities,inordertoim- provestudents・listening and speaking ability by utilizing soundsfamiliartostudentsfrom learning in Foreign LanguageActivities.One HRT (H) suggested utilizing sentences and words familiarto students into writing and reading.OneALT (F)indicatedthatJHSJTEs and ALTsshould teach vocabulary based on wordsandexpressionsfamiliartostudentsfrom learninginForeignLanguageActivities.

According to Nakajo etal.(2009),・Eigo Note・(supplementalmaterialeditedbyMEXT) includes386vocabularyitemsand60expres- sions. In addition, about half of all the

vocabularyandexpressionsin・EigoNote・are repeatedinJHS(Ishizuka,2011).Evenifnotall ESHRTsuse・Hi,Friends・(revisededitionof・

Eigo Note・) and the purpose of Foreign LanguageActivitiesisnothavingpupilsmemo- rizeallthingsin・Hi,Friends・,utilizingvocabu- laryandexpressionsfamiliartostudentsfrom learning in Foreign LanguageActivitiesinto Englishinstructionseemstobepossible.

Pupilsbecomefamiliarwithvocabularyand expressionsthroughlisteningandspeakingac- tivities.Benesse・s(2010)survey,conductedwith approximately 2,400JHS firstgradestudents, reportedtheycouldbecomefamiliarwithlisten- ingtoEnglish(50.8%),withsoundsandrhythms ofEnglish (41.2%),and with speaking English (18.9%),inEnglishactivities(ForeignLanguage Activities). Therefore, having listening and speakingactivitiesseemstobeeffectiveforuti- lizingstudents・experiencesinForeignLanguage Activities.Inaddition,Teruyama(2011)states thatinwritingandreadingactivities,English soundsfamiliartostudentscanbeusedtoassist them torecognizerelationshipsbetweenspell- ingandsounds.

Thesecondconcept,・maintainingandim- proving students・motivation and attitudetoward learning English・,wasgenerated by 4 participants (1 Japanese participant and 3 ALTs).OneHRT (E)andtwoALTs(D,I)indi- catedtheimportanceofmaintainingstudents・

motivation,positiveattitudeandinterestwhich wereestablishedinForeignLanguageActivities.

In addition,one ALT (D)stated thatALTs should beused forfun activitiesoutsidethe textbook.

Benesse・s (2010)survey,conducted with JHSfirstgradestudents,reported60%oftheparticipants liked English activities (Foreign LanguageActivities).OkazakiandSaida(2013) reportthatabout80%ofapproximately900JHS firstgradestudentsansweredthattheyenjoyed ForeignLanguageActivities.However,Benesse・s (2009)survey,conductedwith1,800JHSsecond

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grade students,reported 60% ofparticipants chose・I・m notgoodinEnglish・.Itcanbesaid thatalotofstudents・motivationandpositive attitude established in Foreign Language Activitiesarelostin JHS.Therefore,utilizing and improving students・attitudeand motiva- tionareoneoftheproblemsinEnglisheduca- tioninJHS.

Thethirdconcept,・havingenoughcommu- nicativeactivities・,wasgeneratedby3partici- pants (1 HRT and 2 ALTs).One HRT (B) indicated the importance ofgiving students enoughoralcommunicationactivitiesinwhich touseexpressions,beforeteachingwriting.Two ALTs(F,K)claimedthatJHSEnglishlessons shouldbemorecommunicative,inordertouti- lizesounds,words,andexpressionsthatstudents are familiar with from learning in Foreign Language Activities.In detail,one ALT (F) stated thatbeforeteaching grammarand vocabulary,JHSJTEsandALTsshouldteachstu- dentstoexpresstheirownthoughtsandideas, usingwordstheyarefamiliarwithfrom learn- inginForeignLanguageActivities.

Takahashi(2011)explainsthedifferencebe- tweentheoverallpurposesofForeignLanguage ActivitiesandJHSEnglisheducation.Thepur- poseofForeignLanguageActivitiesistoestab- lishpupils・communicationabilitieswhichcan creategoodrelationshipswithothers.Thepur- poseofJHSEnglisheducationistoestablishst udents・communication abilities in order to achieveothers・understandingofstudents・feel- ingsandthoughts.Therefore,students・experiencesin communicativeactivitiesin Foreign LanguageActivitiesshouldbeutilizedforex- pandingstudents・expressioninself-expression activitiesinJHS(Takahashi,2011).

OkazakiandSaida(2013)researchedwhat JHSfirstgradestudentsweresatisfiedwithin ForeignLanguageActivities,byusinganopen- ended questionnaire with approximately 900 participants. The survey reported that 46 participants wrote they are satisfied with

・conversationinEnglish・,12participantswrote

・activities with peers・.From these results, Okazakistatesthatsomepupilsfeelcommuni- catingwiththeirclassmatesinEnglishcangive them adifferentsenseofachievementandinter- estfrom communicatinginJapanese;therefore, itisrecommendedforJHSEnglisheducationto haveinstructionandactivitieswhichfocuson communicationandrelatingwithothers.

All concepts for the research question,

・WhatdoESHRTsandALTsrecognizeasto how JHSJTEsandALTsshouldutilizestudents・

experiencesin Foreign Language Activities?・

canbeputintothecategories,・understanding Foreign LanguageActivities・and ・improving instruction based on students・experience in ForeignLanguageActivities・.Inaddition,all conceptsweregeneratedby descriptionsfrom bothHRTsandALTs.From theseresults,the followinghypothesesweregenerated:

1.ESHRTsandALTsrecognizethatunder- standingForeignLanguageActivitiesand improvinginstruction basedon students・

experiencesinForeignLanguageActivities areeffectiveforJHS JTEsand ALTsto utilize students・experiences in Foreign LanguageActivitiesinJHSEnglisheduca- tion.

2.ESHRTsandALTshaveasimilarpercep- tion about what JHS JTEs and ALTs shoulddotoutilizestudents・experiences inForeignLanguageActivities.

4.Conclusion

Thepurposeofthisstudywastoconstruct conceptualmodels(hypotheses)which explain whatelementaryschoolhomeroom teachers(ES HRTs)andassistantlanguageteachers(ALTs) recognizeaboutwaysforthesmoothtransition ofpupils・English learning from elementary school(ES)tojuniorhighschool(JHS).

From the results of this study, some

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hypotheseshavebeengenerated.ESHRTsand ALTshave almostsimilarperceptionsabout waysforachieving the smooth transition of pupils・Englishlearningfrom EStoJHS.They commonlyrecognizethatimprovinginstruction and instructors・abilities,and establishing an EnglishlanguageenvironmentoutsideForeign Language Activitiesare waysforimproving pupils・futureEnglishlearninginJHS.However, they havedifferentperceptionsaboutinstruc- tionofwritingandreading.

ES HRTsand ALTshavesimilarpercep- tionsaboutwaysforutilizingstudents・experiences in Foreign Language Activities.They commonly recognize that understanding ForeignLanguageActivitiesandimprovingin- struction based on students・experiences in Foreign LanguageActivitiesareeffectivefor juniorhighschoolJapaneseteachersofEnglish (JHSJTEs)andALTstoutilizestudents・experiencesin Foreign LanguageActivitiesin JHS Englisheducation.

Thesehypotheseswereexplainedwithasso- ciatedresearchstudies,soitcanbesaidthese have enough validity.However,the current study investigated and generated hypotheses only aboutES HRTs and ALTs perceptions aboutwaysandattemptsforachievingsmooth transitionofpupils・Englishlearningfrom ESto JHS.FurtherstudiesshouldinvestigateJHSJT Es・perceptionsaboutthatmatter.Inaddition,to generatemorevariousconceptsandcategories, andrelationshipsamongthese,furtherstudies arenecessaryinordertogeneratemorevalid hypotheses.

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Appendixes AppendixA-1

QuestionnairefortheJapaneseParticipants

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AppendixA-1

QuestionnairefortheALTParticipants AppendixB-1

AnalysisWorksheet1

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AppendixB-2

AnalysisWorksheet2

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