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内容記述 |
From 2003, the policy of “cultivating more Japanese with English proficiency” was announced by the Ministry of Education, Culture, Sports, Science and Technology of Japan. With the quick development of globalization and severe international competition in politics, economy, and environmental issues, it is indispensable to concentrate all the human wisdom, have further understanding and well cooperation between different countries to solve all the problems and make a better world. Thus, English education has been taken into great account as an international strategy by many governments, which brings about a fast increase of earlier English education at elementary schools both in Europe and Asia. Thai began to make English as a compulsory course at elementary school from 1996, Korea from 1997, China from 2001, while France started from 2007. In Japan, from 2011, most of the public elementary schools are required to conduct English activity classes from 5th and 6th grade, while from this year of 2014, most pupils from 3rd grade are beginning to take English as a compulsory class. Therefore, serious problems emerge with this sudden increasing need to teach English at elementary school: how to ensure the qualified teachers, whether to make English teaching qualification as an independent license, how to keep the language teaching quality for Japanese children, and so on. In order to make clear how to deal with these issues, the two writers are going to explain from different angles the elementary English education both in Japan and China: Ms. Ishimaru, from her 10 years’ elementary teaching experience, tells us about the situation in Japan, while Lu focuses on her 7 years’ research in Shanghai to introduce the conditions in China. Finally this paper suggests three proposals for English education in Japan. |
KJ00009226739.pdf (1.4 MB)
