From ALT to UNI:

Reflections of an
English Teacher
JALT Summer
Presentation Event
 Today’s Presentation
01 02 03
Introduction ALT Expectations The Reality
Who am I? My background America->Japan What I experienced
teaching at a JHS

04 05 06
Sociocultural My Research University English
Awareness Willingness to Teaching
What I learned as a JHS
What I learned Communicate ALT and how I applied it to
teaching English at a
university
 Hi!

I am Ben.
Background:
Undergraduate degree: Secondary Education and History from Temple University
Graduate Degree: Master’s of Education with a focus on TESOL
Teaching Experience before Japan: American History, English as a Second Language
Currently: Been teaching at APU for 4 years
What was I thinking? America to Japan
My expectations
- Use my degree to drastically
change Japanese Education
- Inspire JHS students to love
English and cultivate a desire
to learn about other cultures
Toyooka 豊岡
I went to teach English as an ALT at Toyooka Mina Junior High
School in a rural town in Northern Hyogo prefecture
Toyooka Minami Junior High School
 The Reality I entered...

MEXT JTEs ME

Stress the importance of - Prepare students for Caught in the middle

communicative English with upcoming examinations with what MEXT
the “ English Education that don’t focus on wants, my own
Reform Plan in response to communication teaching goals, and the
Globalization” - Using the ALT for realities of the
pronunciation textbook classroom
reading only
The Pressure is real!
“ ［ JTEs ］ will have exams constantly in mind, will be
working from textbooks which often militate against
communicative teaching, particularly oral skills, will be
aware that employers and universities are rarely interested
in spoken English ability, and will want to avoid being
criticized by parents, Principals and supervisors for
devoting time to something which is not tested.” (Akira,
2007).
A change was needed...in me!
Understanding the sociocultural perspective
● Primary goal of secondary schools is to prepare students
for university exams which don’t focus heavily on
communication skills

● Prioritizing teaching to the test affects Japanese learning

styles
○ Passive learners
○ Valuing humility
○ Deference to authority
What could I do with my newfound
understanding and appreciation?
My research: Develop activities that help
encourage a willingness to communicate
 Survey Research
My findings:
● n=86 JHS 3rd students who I taught from 1st year
● Students believed their WTC would increase
○ Small group/ Teamwork activities
○ Problem solving games
○ Activities that require movement
So what? Why is my experience relevant?
When I became a university teacher, I
quite often heard the same complaint
from teachers…

Can you guess what it was?

 Why are my
students so quiet!?
 My suggestion to teachers:
Intercultural awareness can unlock
communication
● Raise students’ consciousness to intercultural
differences in expectations about communication
● Explain how reticence is not conducive to successful
language learning
● Be sensitive and take an ACTIVE interest in your
own students’ educational backgrounds and
experiences
References
ThanKS for listening !
Do you have any
questions?
rentler@apu.ac.jp

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