外国人教師と協同授業を生かす道(Team -Teaching)
An Evaluation of Teaching English with an AET(Team-Teaching)

Tokio Watanabe
1990 Zenkoku Eigo Kyoiku Gakkai kiyo  
Very few people are against the aims of the JET program, that is, proinoting the internationalization of Japan and improving English teaching. However, teaching English with AETs is no easy task. JTEs and AETs tend to attribute the dithculties to different causes. Many JTEs consider the main source of the failures of tearn teaching to be the lack of qualifications of AETs, Many AETs are not licensed teachers, but they are here to work with JTEs as assistants within the system of Japanese
more » ... of Japanese education and not to teach alone in the classroom. AETs may not satisfy JTEs in terms of teaching experience and expertise but they are native speakers of English and invaluable representatives of their respective English $peaking cultures. In this paper the writer will discuss ways of making the most of these characteristics while evaluating how AETs are received by students as well as JTEs. [I] lntroduction The JET (Japan Exchange and Teaching) program started in 1987 as an extension of MEF (Monbusho English Fellows) and BETS (British English Teacher Scheme) theugh with somewhat different aims. The two main goals of the JET program are as fo]lows : (1) to promote mutual understanding between Japan and other countries and (2) to foster international perspectives . . , by promoting international exchange at local levels as well as intensifying foreign language education in Japan.Ci) JET participants are called either CIRs (Coordinators for International Relations) or AETs (Assistant English Teachers) depending on their roles. CIRs are mainly engaged in promoting the first goal of the program and are based at prefectural government ofices, while AETs are posted at boards of education and junior or senior high schools across Japan, with the major role of promoting the second goal.
doi:10.20581/arele.1.0_125 fatcat:2mk3gdpwangqljcazxojhexe5u