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Kyoto JALT is looking for a Kyoto JALT member in good standing who has never presented at a JALT Annual International Conference and is not eligible for other funding. The successful applicant will be guaranteed an unvetted 25 minute short presentation slot at JALT2026, Friday November 20 – Sunday, November 22 at WINC Aichi in Nagoya. Furthermore, […]
This dual-presentation session explores integrated approaches to English language development and literacy in Japanese elementary contexts. The first part examines a school-wide system from AICJ International School Kyoto, focusing on how coordinated leadership, Multi-Tiered Systems of Support (MTSS), and data-informed routines—such as the “Say More, Score More” incentive—build fluency in classrooms where Japanese is the primary home language. The second part addresses the upcoming 2028 Course of Study revisions, focusing on the transition from phonemic awareness to print. By analyzing why traditional phonics has faced challenges in public schools, the presenters demonstrate how storytelling serves as a practical bridge to literacy. Together, these sessions offer participants a roadmap for aligning school-wide leadership with classroom-level instruction to foster confident, literate English learners.
本セッションでは、日本の小学校における英語力向上とリテラシー教育への統合的なアプローチを、二つの視点から考察します。前半では、AICJ International School Kyotoの事例をもとに、リーダーシップの連携、多層的支援体制（MTSS）、そして発話を促す「Say More, Score More」などのデータに基づいたルーティンが、日本語を母語とする児童の流暢さをいかに育むかを詳述します。後半では、2028年度の次期学習指導要領を見据え、音韻認識から文字への移行に焦点を当てます。公立校におけるフォニックス指導の課題を検証しつつ、物語を活用した実践的なリテラシー導入法を提案します。本セッションを通じ、参加者は全校レベルの組織設計と、教室での具体的な指導法をいかに連動させ、児童の自信と読み書きの能力を高めるかについての指針を得ることができます。
Three educators explore the professional development and research journeys of English language teachers in Japan, highlighting the transition from eikaiwa teaching to graduate study, the promotion of grassroots research within language school classrooms, and the investigation of interactional competence in after-school contexts.
英会話から大学院、そして草の根研究へ：日本の英語教師が歩む専門性向上と教室での新たな挑戦。
Kyoto JALT is looking for a Kyoto JALT member in good standing who has never presented at a JALT Annual International Conference and is not eligible for other funding. The successful applicant will be guaranteed an unvetted 25 minute short presentation slot at JALT2026, Friday November 20 – Sunday, November 22 at WINC Aichi in Nagoya. Furthermore, […]
This dual-presentation session explores integrated approaches to English language development and literacy in Japanese elementary contexts. The first part examines a school-wide system from AICJ International School Kyoto, focusing on how coordinated leadership, Multi-Tiered Systems of Support (MTSS), and data-informed routines—such as the “Say More, Score More” incentive—build fluency in classrooms where Japanese is the primary home language. The second part addresses the upcoming 2028 Course of Study revisions, focusing on the transition from phonemic awareness to print. By analyzing why traditional phonics has faced challenges in public schools, the presenters demonstrate how storytelling serves as a practical bridge to literacy. Together, these sessions offer participants a roadmap for aligning school-wide leadership with classroom-level instruction to foster confident, literate English learners.
本セッションでは、日本の小学校における英語力向上とリテラシー教育への統合的なアプローチを、二つの視点から考察します。前半では、AICJ International School Kyotoの事例をもとに、リーダーシップの連携、多層的支援体制（MTSS）、そして発話を促す「Say More, Score More」などのデータに基づいたルーティンが、日本語を母語とする児童の流暢さをいかに育むかを詳述します。後半では、2028年度の次期学習指導要領を見据え、音韻認識から文字への移行に焦点を当てます。公立校におけるフォニックス指導の課題を検証しつつ、物語を活用した実践的なリテラシー導入法を提案します。本セッションを通じ、参加者は全校レベルの組織設計と、教室での具体的な指導法をいかに連動させ、児童の自信と読み書きの能力を高めるかについての指針を得ることができます。
Three educators explore the professional development and research journeys of English language teachers in Japan, highlighting the transition from eikaiwa teaching to graduate study, the promotion of grassroots research within language school classrooms, and the investigation of interactional competence in after-school contexts.
英会話から大学院、そして草の根研究へ：日本の英語教師が歩む専門性向上と教室での新たな挑戦。
