Course Design and Syllabus Specification
What are the minimal Japanese language competencies for our team teachers working in Japanese Elementary schools?
Through this question I hope to make explicit and test methods of data collection, diagnostic testing, and needs analysis; and determine if these methods transfer to another language. This data will be used as a basis for collecting authentic materials to prepare a Japanese for Specific Purposes language course.
We have 12 British Council teachers team teaching in 24 Japanese junior high schools and one elementary school This is a completely Japanese environment (e.g. dress, code of conduct, meetings are all done in Japanese) Primarily our teachers rely on our team teachers to translate important information such as scheduling, written messages, problems with the photocopier, dealing with disruptive students, etc. In the future we would like to expand into Tokyo elementary schools, however, the board of education has expressed reservations about our Japanese ability and that our British Council teachers need to be linguistically self reliant in the schools
I would like to look at creating a series of Japanese language competencies similar to the CEF guidelines for our British Council teachers teaching in elementary schools such as:
“I can read instructions on a photocopier” or “I can interact in a simple way dealing with a change of school schedule”.
By collecting feedback, writing competency guidelines and finally creating a diagnostic test, I hope to examine the methods of data collection and analysis that I have read about studying for this module. I would like to compare my journey from data collection to course objectives to similar cases of TESOL course design such as Johan Uvin when he designed workplace ESOL (Graves ed., 1996).
Furthermore I believe that by using native English speakers as the students, I can examine more closely what our...
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