Discussion Groups/PROFILE/Shin-Eiken HOMEPAGE

We use authorized textbooks but take a critical stance toward them. At the same time we have created a lot of student-centered materials based on our ideals and the needs of the students. Exchanging our classroom experiences, we discuss how to deal with textbooks, what materials are better for the students, and why we use self-made materials.

Group 2: Developing critical reading ability

We try to clarify how students can be encouraged to read textbooks and how they can be moved through reading. We also look at the way in which students' exposure to good reading materials can increase their communicative competence and their self-expressions in English. We promote approaches which intensify the reading experience, such as group discussion and relevant questioning.

Group 3: Teaching English grammar meaningfully and effectively

When we study a foreign language, it is important to learn its grammar appropriately. We discuss what is necessary to understand the structures of English sentences and how we should teach them rather than make students cram many pieces of grammatical knowledge or force them to learn by rote without understanding their meaning. We emphasize the connection between meaning and form: grammar must be taught using sentences that are meaningful and useful for students.

Group 4: Listening and speaking

We discuss what English sounds are and how to teach them, because sounds are important in learning any language, especially for actual communication. We examine ways to teach students to read aloud and speak with confidence using various audio-visual aids such as songs, videos, movies, speeches, phonics, and dramas. We exchange ideas that participants have used successfully to teach listening and speaking, such as reading aloud, group recitations, self-expressed speeches, and conversations.

Group 5: What English proficiency is and its evaluation

What does it mean when we say 'English ability'? Aiming at fostering both English ability and a good personality, we discuss how we should teach and what good evaluation is to encourage students, showing them concrete goals at each stage.

Group 6: Fostering learner autonomy through cooperative learning

We try to foster self-study skills in our students. We discuss what students can learn by working in groups. We encourage cooperative learning, which gives students deeper understanding, motivation, and joy in learning. Among other topics, we also examine teaching forms, how to teach beginners' classes, and the role of classroom newsletters as well as study the relationship between teaching materials and study groups, and between school events and English teaching.

Group 7: Helping slower learners

We aim to make clear the true meaning of 'slower learners' and the ways to teach them effectively. We have witnessed in our classes how these learners begin to study enthusiastically when they come across interesting materials and supportive peer-groups. In the early 1980s, when English study hours at junior high schools were shortened, many students began to find English difficult and were not able to keep up with the class. Since then our main concern is focused on how to assess the needs of individual students and help them achieve their goals.

Group 8: Fostering students' self-expression

We study the true meaning of communication, not just 'English conversation' and 'English composition'. We encourage students to express thoughts and feelings from their actual lives. By encouraging students to express themselves in class, orally, or in writing, we can help them develop a friendly learning community and help them form democratic personalities. We have exercised leadership in developing self-expression. Only a few decades ago, the word self-expression was unfamiliar to most English teachers in Japan. We believe that it is not only student-centered but essential for language education.

Group 9: Developing education for peace

We believe that the main purpose of foreign language education has always been to foster peace in the world. We examine what materials and methods can inspire students to study eagerly, and make them think seriously about life. We also discuss the true meaning of peace and international understanding. Today most of the authorized textbooks have come to include materials concerning peace. These days, we understand peace to mean respect for life--a condition which needs not only an absence of war but of poverty, hunger, environmental destruction, discrimination, and violence. We promote education for peace through foreign language education.

Special Group: Team teaching with native speakers of English

We study how we can better collaborate with ALTs (assistant language teachers) and teach more effectively. We discuss how to create suitable teaching materials and improve team teaching, testing, evaluation, and extracurricular activities. Problems with the present system are also discussed.

Group 1: Creative use of textbooks and development of original materials