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[PAULH]

AJET National Council
November 2001 Reports

JTE TEAM TEACHING TRAINING SURVEY

Gabe Johnson, Block 10 Representative

INTRODUCTION:
The JTE Internet survey was made available for six weeks by using an electronic survey service at www.surveymonkey.com. The survey was relatively short, only ten questions, in order to get the maximum amount of respondents. The theme of the survey was team teaching and cross-cultural communication. The results are located as the end this report.

OBJECTIVES:
The basic goal of this survey was to learn more about the training that JTEs receive in team teaching and cross-cultural communication. We wanted to see if the JTEs were satisfied with their level of training and if they wanted more training. If they wanted more training, who was their preferred trainer? The survey results would then be made into a market research report to be submitted to CLAIR and MEXT from AJET.

METHOD:
We used several avenues to reach the Japanese Teachers of English, including the AJET newsletter �AJET Across Japan� and the email lists that JET Programme participants are subscribed to. These methods were very effective in reaching JTEs with Internet access, but for those without, it was more difficult. I received several faxed responses that I had to input manually. The number of respondents was 100. What we were finding was that JET participants were passing out the surveys to JTEs. The JTEs would in turn answer the survey and return it to the JET participant. Some JTEs who had Internet access could answer the survey online, individually.

RESULTS:
The results of the survey are available upon request.

RECOMMENDATIONS:
It�s obvious that there is a demand for more training in team teaching and especially cross cultural communication. We humbly recommend the following:

� Use of the JETAA (JET Programme Alumni Association) in coordination with training on the national and/or prefectural level (www.jetaa.org)
� Offer a correspondent course to JTEs and/or ALTs in cross cultural communication and team teaching.
� Revise and update the ALT handbook with Japanese translations.
� Insist all Japanese Universities require cross cultural communication and team teaching classes for all student teachers.
� Require schools to have �in-house� training, such as workshops and/or seminars.
� Work together with JALT and other professional organizations increase available training for JTEs and/or ALTs.


CONCLUSION:
With over 60,000 Japanese English Teachers in Japan, training all of them can be very difficult. AJET recognizes and applauds the programs that MEXT has implemented on the national, prefectural and local levels. The Institute for Education Leadership on Teaching of English or Shirokozas an outstanding example of MEXT�s dedication to teacher training, but suffice to say its not enough. This small survey is a window into the overwhelming task that MEXT must face now and in the near future. Training is the backbone of the classroom, the roots of an institution. Without theory, English education in Japanwill be reduceds to a guessing game, in which both the JTE and ALT may find themselves in a hit or miss situation. AJET insists that CLAIR and MEXT recognize and remedy this problem.

[PAULH]

AJET National Council
November 2001 Reports

AJET EDUCATION LIAISON SURVEY 2001
IMPROVING THE EFFECTIVENESS OF JETS IN JAPAN

Kamala Burks, AJET Block 3 Representative and Education Liaison

�I have no patrol duty, no homeroom class, no cleaning to supervise, no club to organize, nothing to fill my days. I am seriously underutilized which sends me a very clear message~~ my school does not recognize that I can do all of these things.�

JETs (in particular ALTs and CIRs) whose duties include assisting in the teaching of a second language were invited to participate in the Education Liaison Survey 2001. This survey was centered on the utilization of ALTs, the seriousness surrounding the ALT position and the effectiveness of ALTs in Japan. The answers from the survey suggest several areas that should be thoughtfully considered by CLAIR, MEXT and Contracting Organizations in order to improve the effectiveness of ALTs and CIRs assisting in the teaching of a second language on the JET Programme. The items in italics are direct quotes from JETs who participated in the survey. None of the participants personal information is provided in this report for reasons of confidentiality.

The first area that needs attention according to the results of the survey is the utilization of ALTs. The efforts made by CLAIR and MEXT to address this issue have been noted and greatly appreciated but a problem still exists. According to the results of those surveyed, many feel as though they are still not utilized well by their schools and/or Contracting Organization.

�I think it is ridiculous that when there are no classes, I have to go to work and do nothing. I have no problem going to work. But I feel I have no value if I am told to sit at my desk all day long.�

�Summer is the most painful time of year�we get to sit in an office all day.�

�My Contracting Organization is my Board of Education and I have never been there, I have no idea what they do. I have no idea who to contact if I should want something, let alone if I wanted to be �utilized� by them.�

Many comments from ALTs such as �My school doesn�t know what to do with me,� suggests that more guidelines from MEXT as to how to effectively utilize ALTs in the workplace are needed. Some additional suggestions include allowing ALTs to visit other schools (such as special needs schools) in their area, participating at English camps, teaching supplementary English courses for Japanese teachers, providing ALTs with specific guidelines and objectives, and/or more international exchange within their community.

The second area that needs attention is the lack of communication between the Japanese teaching staff and the ALT. According to an overwhelming amount of those surveyed, it is a common occurrence for changes and/or cancellations in class schedules to be made with little or no notice given to the ALT. This leaves the ALT questioning the importance of their presence at the school. This also leads to feelings of frustration and damages the relationships between the ALT and the Japanese teaching staff.

�We get here and are told what a necessity we are and then we go to school and find ourselves sitting alone in the staff room because no one told us about today�s guest speaker.�

�I�ve taken the time to plan quality lessons for the students only to be notified five minutes before the scheduled class that it has been cancelled.�

The last area of concern is the lack of training provided for the ALTs. Many participants surveyed said they felt that if CLAIR and MEXT truly took the position of assistant language teachers seriously they would provide more training to better insure the effectiveness of ALTs in the classroom.

�I was very impressed by how well CLAIR provided for us upon first arriving in Japan. However, I was quite surpriseds and a little dismayed that there were not more job related training seminars and activities at the orientations in Tokyo.�

With the upcoming changes in the examination system placing a greater emphasis on listening and speaking skills, the schools now have an even greater task to provide effective methods of teaching English. Therefore, in order to better aid the JTEs, more training centered around effective teaching of English as a second language is needed for the ALT.

In the end many ALTs and CIRs assisting in the teaching of English as a second language have a desire to see the program gain in its effectiveness. Hopefully the above findings and suggestions can help bring about this gain.

[PAULH]

More info and feedback on JTEs and JETs

http://www.jetprogramme.org/e/new/ALT_opinion/01_2.html

[PAULH]

Read on folks,

http://www.zen13795.zen.co.uk/jetsurvey/