On the development of a Four Skills curriculum in a Japanese university (original) (raw)

2013

Abstract

The Japanese Ministry of Education’s language policy, designed to foster the development of global citizens with communicative competency in English, requires all students to study foreign languages in the first two years of university. However, teachers are hard pressed to meet these expectations given that language courses are usually divided into reading/grammar classes, and listening/speaking classes, each taught by different teachers. This conceptual design, used nation-wide, fails to promote a holistic view of language. In response, one university has implemented the Four Skills course, with reading, writing, listening and speaking skills taught by one teacher who provides students with autonomy support within a linguistic framework that can offer them the tools needed to complete their social development and take charge of their own learning. For three years, the Four Skills curriculum has evolved to address the theoretical and practical implications using in-depth analysis from key angles: 1) teacher beliefs, through interviews and classroom observations; 2) student feedback and needs assessment, through surveys and interviews; 3) academic standing, through vocabulary and TOEICⓇ pre- and post-tests; 4) relevant theories, including the Hattie Feedback Model, the Structure and Autonomy Model, and Self Determination Theory. These approaches have allowed us to define an instructional model for our program with integrated language competency goals. In this theoretical paper, we will examine the socio-economic reasons for the implementation of this program, outline the methodology used to make the program evolve within its theoretical framework, and open the floor for discussion.

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