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Japan’s and China’s Approach to Initial Elementary-School Level English Language Education

Koji Uenishi Setsunan University. Japan’s and China’s Approach to Initial Elementary-School Level English Language Education. 1 Introduction.

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Japan’s and China’s Approach to Initial Elementary-School Level English Language Education

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  1. Koji Uenishi Setsunan University Japan’s and China’s Approach to Initial Elementary-School Level English Language Education

  2. 1 Introduction • It is said that young learners can benefit from the age factor and that they have potential advantages when starting to learn a foreign language at an earlier stage. • English language teaching (ELT) at primary schools in Asian countries, including Japan, has been conducted. • Hard to state that they have practically arranged sufficient conditions for conducting significant foreign language teaching at primary school level in Asian countries.

  3. In Japan, ELT has regularly been implemented at primary schools from April 1, 2011, even though the teaching of English is conducted in so-called foreign language activities (gaikokugo-katudou), not as an English subject. • Several problems on practical teaching of the target language: the teaching staff members and teaching content or materials. • Same problems on ELT at primary schools occurred in Meiji Era, starting around 1865 (Okuno, 2009)

  4. In Korea, English became a regular subject in 1997 and third to sixth graders have been learning English once or twice a week since 2000. • Jung and Norton (2002) investigated the issues on planning and implementing the English program at primary schools in South Korea. →they found that policymakers were concerned about issues in planning the program: teacher training, implementing communicative language teaching and potential impact on students’ native language and identity. →it is shown that head teachers’ leadership and teacher training are of great importance in implementing the program.

  5. In China, it was announced that English teaching would be formally introduced at primary schools in 2001. • Nationwide English education has been implemented at primary schools since 2005. At present, in urban cities, such as Beijing and Shanghai, English is taught as a formal subject from the first grade.

  6. Comparative study among ELT textbooks in Asian countries • At junior and senior high school levels, English teaching textbooks from China, Japan, Korea, Malaysia and Thailand were analyzed and discussed from the viewpoint of: • vocabulary (Hettarchchie, et al. 2008; Miura, et al. 2008) • grammatical items: infinitives (Uenishi, et al. 2008; Uenishi, et al. 2007) and verbs (Abe, et al. 2008; Asai, et al. 2007). • →A series of comparative research shows grammar and vocabulary teaching at secondary education in Japan is not well-organized, compared to ELT in neighboring countries in Asia.

  7. Primary school textbooks analysis • Perspective of grammatical items (Abe, et al, 2009; Hosaka et al, 2009; Watanabe, et al. 2008). • Exploration of the regularity of Asian countries’ materials focusing on wh-interrogative questions (Uenishi et al, 2009; Uenishi et al, 2010). • → it was shown that Japanese textbooks tend not to be well-organized in terms of organization compared to Chinese and Thai primary school textbooks.

  8. At primary schools in Japan the main focus of language teaching is listening and speaking to familiarize students with English language and enhance their interest in the language and culture. • Reading and writing, in principle, have not been taught there. It is expressly stated in the New Course of Study (2008) established by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) that, hopefully, the latter two skills should be touched on and enhanced at junior high schools. • Nevertheless, in Eigo Noto 2 (2009) for sixth graders, the English alphabet is treated and it requires the teacher to teach how to write the English letters and basic words. • The teaching content and materials are left to individual primary schools (MEXT).

  9. In this paper, the process and methods of introducing the English alphabet between Chinese and Japanese textbooks. • Objectives: • (1) How the alphabet is shown to primary school students in China and Japan is discussed. • (2) The methods of teaching the English characters and words in both countries are examined and what to learn from teaching the English alphabet and words in China is discussed.

  10. 2 Method • Each textbook was first digitized and then analyzed in terms of the content, especially the introduction of the English alphabet. With regard to alphabet learning, the learning stage should be taken into account; that is, the stages between the exposure to the letters and practical writing.

  11. Textbooks analyzed in this paper (1) Eigo Noto textbooks at primary schools in Japan (G 5 and G 6) (2) New Horizon at junior high schools in Japan (JH 1) (3) Starting Line Students’ Book at primary schools in China (Books 1-3)

  12. 3 Implications3.1 Pre-stage of introducing the alphabet • Regarding the introduction of the English alphabet in China and Japan, the content of primary school textbooks in China (Books 1 to 3) and primary and junior high schools textbooks in Japan was analyzed.

  13. 3.1.1 Japanese textbooksTable 1 Titles of each unit and lesson in Books 1-3

  14. In Eigo Noto1 (2009), any number of pictures are made use of in all lessons, but no or few words or letters are shown to the fifth graders in Japan except for the titles of each lesson, activity titles such as Let’s Listen, and the titles of songs: What do you want? • Basically, focusing on listening, students are supposed to do some different activities such as sections called Let’s Playand Let’s Chant. • The purpose of the textbook: to encourage the learners to get accustomed to foreign languages, especially English by adopting any number of activities such as games and songs. • It is considered that to urge students to get used to unfamiliar languages is appropriate for young learners.

  15. Desirable that some more English words should be used in the textbooks. Students are exposed to different foreign languages, especially English. • Even though students listen to English words or sentences in class, they are seldom or never seen unless the teacher shows English words to them, using vocabulary cards or on the blackboard.

  16. 3.1.2 Chinese textbook (Book 1)Table 2 Alphabet learning in Chinese textbook (Book 1)

  17. In Book 1 for first graders, the words and sentences necessary for English learning are written in the textbook. • The purpose: English learners exposure to as many English letters as possible, not required to learn the alphabet in ELT. • To prevent them from disliking the foreign language, the words or sentences shown along with attractive pictures and photos. • Conversations: English sentences written in each balloon; good way to accelerate more exposure to English letters and words. • The aim of Book 1: to provide students more chances to see English words and sentences in a natural way, not to get them to learn the English alphabet in the first grade.

  18. The latter half of Book 1 is produced with the aim of urging students (1st graders) to become aware of the English letters connecting the uppercase letters with the positions of fingers in a keyboard. • → the English letters will be smoothly introduced to primary school students; policy that aims at enhancing students’ greater interest in English and culture and having them get accustomed to English learning. • To facilitate the introduction of English letters, the keyboard of the computer is used in certain units and they can connect the position of each finger with the capital characters. • By using the keyboard which is familiar to them, the intake of the English alphabet along with pronunciation of each letter will be further promoted. The learning of capital English letters in the latter half of Book 1 is followed by the next volume Book 2.

  19. The extent of exposure to written English words is increased gradually from grade to grade. • First graders just look at words and sentences as well as each capital letter. • Second graders look at them more closely―small and capital letters are shown to learners in the text and, concurrently, they are requested to physically write all the English alphabet. • The period of exposure to English words is necessary to get used to English letters or words as well as to enjoy listening to and speaking English. • →in Chinese textbooks, the picture is drawn beside the word or expression related to it from the early stage; • It is useful or productive for learners not only to learn English, but also to do the future learning of the English alphabet.

  20. 3.2 Practical stage of learning the alphabet • Students are exposed to English letters for at least one year in Japan and China (3.1). • In Japan, in terms of the content, the period and the way to show the alphabet is not enough for students who start to learn English. • In this section: practical teaching of writing the alphabet and words in China and Japan

  21. 3.2.1 Japanese Textbooks • In Eigo Noto2, all the English letters are introduced from Lesson 1 for the purpose of making students learn the letters. Even though teachers cannot afford the time to teach the alphabet in English lessons, they should spend more time making students practice writing the English letters including small ones. • In Lesson 1, Book 2, capital and small letters from A (a) to Z (z) are introduced; various types of activities: ‘find the letters in the pictures’ and ‘play the card game of letters.’ • Students get used to English letters in the classroom through the activities: ‘complete the letters’ and ‘arrange the letters to complete famous people’s names’. • Urged to copy the letters they arrange or find; good procedure in this lesson in terms of the aim of urging students to get accustomed to the English letters and teaching them to write the alphabet. →This kind of activity will have to be done earlier in terms of the exposure to the English alphabet.

  22. The following lessons are conducted with the aim of exposing students to English letters and encouraging them to notice capital and small ones in various ways, by matching capital and small letters or by filling in missing letters. • At the same time, students start to learn how to physically write English words such as signs and names from Lesson 2. • In Eigo Noto2, young learners start to learn how to write the English alphabet while exposed to the English letters and words. →MEXT’s announcement seems to be contradictory. • (the Roman letters seem to be taught in Japanese language lessons.)

  23. In Book 3(JH1), a variety of topics are utilized in order to fascinate students and to motivate them into English learning; English teaching starts in earnest for students in schools from this stage. • In terms of acquiring letters or words, students are more exposed to them and are required to learn writing in each unit. • Four skills integrated to develop learners’ comprehensive English skills. • The alphabet is introduced to students on the introductory pages before Lesson 1; followed by the section, ‘Let’s memorize English words.’

  24. 3.2.2 Chinese Textbooks Introduction of the English alphabet has been conducted systematically considering the learning stages and their interest. From Book 1 for first graders English words are used along with the pictures, which is contrary to the method of ELT in Japan. It is supposed that in China they have the key concept that students should be exposed to the written words or sentences according to the learning stage.

  25. Table 3 Alphabet/words learning in Chinese textbook (Book 2)

  26. From Unit 9 to Unit 11 in the second graders’ textbook, students are supposed to practice writing some words, along with a set of capital and small English letters. • e.g. in Unit 9 they learn to write half of the alphabet, the names of seasons (i.e. spring, summer, fall, winter); • in Units 12 and 16 simple sentences and phrases are taught to students (e.g. Spring is warm and green.), along with the rest of the alphabet. • After students have had sufficient exposure to English letters and words, the teacher can move on to the next stage where learners are asked to write the alphabet and words. • →This integrative approach is excellent enough to encourage them to learn the new language, taking into account the learners’ affective aspects (i.e. nervousness, anxiety) in language learning.

  27. Table 4 Alphabet/words learning of Chinese textbook (Unit 1-4, Book 3)

  28. One of the advantages of the Chinese textbooks: • Students can enjoy the short story using the target language in ‘Fun time’ at the end of each unit. • e.g. in Unit 1 there are eight squares in the cartoon. The story describes a boy’s dream, in which he dreams of asking a dog to open a bag and show the things in it, one by one. Lastly, an angel jumps out of the book and the boy and the dog are surprised at it. Then he wakes up. • →This sort of story can lead to students’ greater interest in English and enhance their motivation in language learning.

  29. In Book 3, third graders are first required to write again the letters they have already seen (or write) at the first and second grade levels. • At the same time they write English words along with pictures. Practicing writing each English letter is finished by Unit 4. After that, they read words or phrases and write them in all units. Students not only write letters but draw pictures while looking at certain words or sentences. • The textbook is well organized with a view of not boring students with excessive spelling exercises. • Step-by-step learning methods are established in the Chinese textbooks (Book 1 through 3). • →These textbooks well-organized in terms of learning to write the English alphabet.

  30. 4 Conclusion • In this paper, the content of the English alphabet in EFL textbooks is focused on in China and Japan. • Japan: The New Course of Study established by MEXT states that the English alphabet needs not to be taught at primary schools. • If teachers teach the alphabet, it should just be used as an aid only to improve communication among students. • China: With the pre-stage introduction to English letters and words in China, students are frequently exposed to English words and sentences. • →before students start to learn how to write English, they have already been accustomed to reading and listening to English letters, words and sentences.

  31. The content of Books 1 and 3 textbooks is well organized for students to easily learn to read and write letters and words. • From the viewpoint of teachers, Chinese textbooks are well devised for them to teach writing systematically and in a step-by-step way at the early stage of English language teaching. • →Comparison of the teaching content in Chinese and Japanese textbooks: improvements can be applied to future Japanese textbooks as follows.

  32. (1) Before Japanese students start to learn to read and write English letters and words, they should be exposed to more English letters and words. They should be used with pictures and photos rather than just seeing the pictures and photos and hearing the words related to them. English letters and words become more natural for them when they open their textbooks. • (2) Japanese teachers should have a better approach in which students are introduced to letters. One of the methods is to use drawings of a standard English keyboard that students are familiar with. • (3) The content in Chinese textbooks seems to be more inviting than that in Japanese textbooks: a short story called ‘Fun time’ in each unit. Students are possibly more attracted to such stories and then they feel like learning English more.

  33. Further research should be promoted to examine other countries’ primary school textbooks. • From the different point of views of grammatical items, it will also be quite intriguing to analyze English textbooks at primary schools and to compare them among different countries.

  34. References • Abe, N., Uenishi, K., & Sakamoto, M. (2009). A qualitative analysis of primary school EFL textbooks ofThailand and Japan: Focusing on be-verbs and general verbs. 5th International ICTATLL Workshop Proceedings, 5-16. • Abe, N., Uenishi, K., Hosaka, Y., & Ozasa, T. (2008). A quantitativ3e analysis of the first-year textbooks of five Asian EFL countries: Focusing on the introduction of verbs. 4th International ICTATLL Workshop Proceedings, 38-47. • Asai, T., Uenishi, K., Abe, N., & Ozasa, T. (2007). A quantitative analysis of the English textbooks of the five Asian EFl countries: With a focus on verbs. 3th International ICTATLL Workshop Proceedings, 49-57. • Butler, Y. G., & Iino, M. (2005). Current Japanese reforms in English language education: The 2003 “Action Plan.” Language Policy, 4(1), 25-45. • Hettarchchige, R. C. K., Hosaka, Y., Miura, S., & Ozasa, T. (2008). Vocabulary of the English textbooks of four Asian EFL countries and Sri Lanka: A quantitative comparison. 4th International ICTATLL Workshop Proceedings, 26-33. • Hosaka, Y., Ozasa, T., & Uenishi, K. (2009). A quantitative and qualitative comparison between Thai and Japan’s primary school EFL textbooks: Focusing on to-infinitive. 5th International ICTATLL Workshop Proceedings, 72-78. • Jiang, Y. (2003). English as a Chinese language. English Today, 19(2), 3-8. • Johnson, J., & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of ESL. Cognitive Psychology, 21(1), 60-99. • Jung, S. K., & Norton, B. (2002). Language planning in Korea: The new primary English program. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 245-265). Mahwah: Lawrence Erlbaum. • Kasashima, J., et al. (2005). New Horizon English Course 1. Tokyo shoseki Publishing Company.

  35. Miura, S., Hosaka, Y., Hettarchchige, R. C. K., & Ozasa, T. (2007). A quantitative analysis of the English textbooks of five Asian EFL countries: With a focus on vocabulary. 3h International ICTATLL Workshop Proceedings, 138-145. • Ministry of Education, China. (2001). Starting Line Students’ Book 1 (1st & 2nd volumes). Lingo Media, Canada and People’s Education Press, China. • ______. (2002). Starting Line Students’ Book 2 (1st & 2nd volumes). Lingo Media, Canada and People’s Education Press, China. • ______. (2003). Starting Line Students’ Book 3 (1st & 2nd volumes). Lingo Media, Canada and People’s Education Press, China. • Ministry of Education, Culture, Sports, Science and Technology, (2009). Eigo Noto 1 [English Textbook 1]. Tokyo: Kyoiku Shuppan. • ______. (2009). Eigo Noto 2 [English Textbook 2]. Tokyo: Kyoiku Shuppan. • Ministry of Education, Culture, Sports, Science and Technology. (2008). Shin gakushuu shidou youryou, dai 4 shou, gaikokugo-katsudou [The New Course of Study, Chapter 4 Foreign Language Activities]. • http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/sho/gai.htm. (accessed on July 7, 2011) • Uenishi, K. (2010). A comparative study of English textbooks in Japan, Malaysia and Thailand. 15th PAAL International Conference Proceedings, 147-152. • Uenishi, K. (2009). A Study of English Language Textbooks in Japan: With a focus on consistency. 14th PAAL International Conference Proceedings, 275-280. • Uenishi, K., Miura, S., Hosaka, Y., & Akase, M. (2009). A comparative analysis of English textbooks in Thailand and Japan: A focus on phrases with wh-interrogative questions. 5th International ICTATLL Workshop Proceedings, 79-87. • Uenishi, K., Akase, M., & Ozasa, T. (2008). A comparative analysis of the EFL/ESL English textbooks in Asian countries with a focus on the infinitive. 4h International ICTATLL Workshop Proceedings, 11-18. • Uenishi, K., Fujiwara, Y., Miura, S., & Ozasa, T. (2007). A comparative analysis of the frequency infinitive verbs in five Asian EFL textbooks. 3h International ICTATLL Workshop Proceedings, 108-114. • Watanabe, K., Ozasa, T., Miura, S., & Fukui, M. (2009). Vocabulary of the primary English textbooks of Thailand and Japan. 5th International ICTATLL Workshop Proceedings, 18-24.

  36. Thank you for your attention.

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