English Language Teaching Practices (ELT)

English Village Program for Young Students

As one component of the Top Global University Project (MEXT), ELT students have been designing and offering the English Village Program on a regular basis, which is a three-day English learning opportunity for young students from across the country. ELT students enjoy the privilege of trying out their own teaching techniques and materials with groups of authentic students.

Scholarly Activities

ELT students are encouraged to conduct academic research. Students acquire the necessary skills for research and academic writing in the coursework to present at international conferences.

Presentations in Academic Year 2024

• Presentation at 21st Annual CamTESOL Conference in Phnom Penh, Cambodia
• ●ChatGPT Helps Vocabulary Learning through Reading
• Presentations at JALT2024 in Shizuoka, Japan
• ●Emergent Leadership Roles in Group Discussion
• ●Understanding Team Teaching Anxiety Between JTE and ALT
• ●Analyzing the Verbal Classroom Interaction between Teacher and Students
• ●Rethinking Debate Education: An MA Student’s Reflection on Teaching Practicum
• ●Integrating English Rhythm Practice for Senior High School Students

Through the invaluable experiences provided by the ELT program, I have discovered a deeper sense of purpose in my role as an English teacher. Reflecting on my earlier challenges, I remember times when I struggled to find effective and enjoyable ways to teach English. Because the limited time during daily work restricted me from sufficiently preparing lessons, it was difficult to implement my ideal teaching methods. The ELT program enabled me to pursue a more student-centered approach and reignited my own curiosity to learn.

The most meaningful change in my teaching practice is developing the cycle of lesson planning and reflection. I often ask myself, “Is this interesting for students?” and try to find creative and authentic materials. Integrating ELT methodologies into daily classroom activities is not straightforward, but thinking carefully about consistent and reasonable lesson flows has become one of the most worthwhile practices. Creating topic-based stories beyond textbook content is also challenging, but it cultivates students’ curiosity in diverse ways.

The ELT practicum experiences and collaborative discussions at AIU broadened my perspective and helped me design lessons that connect with students through familiar topics. Active engagement and peer learning allowed me to interact with colleagues from various backgrounds,which fostered a positive and flexible mindset. I truly appreciate those precious encounters with my ELT peers. We collaborated and supported one another to improve our teaching approaches.

Currently, I am involved in career guidance at a senior high school that offers both commercial and technical courses. This position has brought new challenges, different from my previous role as a homeroom teacher, and has shown me the importance of acquiring additional skills such as coaching and management. These are essential for my personal and professional growth as a teacher. I interact with many people from companies and universities every day, and these interpersonal encounters often remind me of the ELT community, nurturing my curiosity and willingness to learn something new. That remains my unchanging motto as a teacher.

I always keep in mind: “There’s no end to learning.” Anything can become a resource to learn, so I want to keep being curious about everything. I also hope to contribute to the advancement of English education in my prefecture by sharing my experiences with fellow teachers. I highly recommend practical ELT programs to both pre-service and in-service teachers who wish to enrich their educational practices and mindset.

Natsuki ITO (Nationality: Japan)

2014 Mar.	Graduated from Doshisha Women’s College of Liberal Arts
2023 Apr.	Enrolled in Graduate School of Global Communication and Language at AIU
2025 Mar.	Completed Master of English Language Teaching (Professional) Currently teaching at Nara High School of Business and Technology

“Two more years of studying in graduate school are definitely more beneficial than starting your career with four years of undergraduate experience.” I can confidently say this as an English teacher in a senior high school.

The ELT program offered courses that had a close link between theory and practice. In each course, I prepared a lot before every class: reading several academic papers, forming my opinions on given questions, and rehearsing for presentations multiple times, which helped me build the essential skills needed as an English teacher. “How can we explain our lesson plan based on this theory?”, “In what ways is this activity beneficial?”, and “Why should this task be given after that one?” We discussed these questions over and over in class, and our passionate professors always supported us. Thanks to those experiences, I am now able to design my lessons based on my theoretical knowledge.

Also, what makes this ELT course distinctive, compared to similar courses in other universities, is its practicality. This is a professional graduate school in Japan. What we learn here is always compatible with the Japanese teaching context. To be specific, the professors always emphasize the importance of understanding unique Japanese classroom settings―class size, government-approved textbooks, and curriculum. Without taking these elements into consideration, any renowned theory or effective activity will not work well. The ELT course gives us many opportunities to think about this topic and to give it a try. In my teaching practicum, I had a chance to teach in a local high school. I conducted lessons to enhance students’ listening and writing skills. Although I cannot say it was a huge success, I learned a lot, especially about how I can improve my own teaching skills. Just knowing many theories and techniques is not enough; we acquire them once we try them in a real teaching context. This is why I was able to smoothly start my teaching career right after graduating from AIU, to which I owe the most.

Some may wonder whether it is better to have two years of experience as a new teacher or study two more years in graduate school. There is no right answer, but I had a meaningful time with my fellow motivated students and dedicated professors. If you are willing to become an English teacher, I truly believe the ELT program is one of the best choices for you!

Futaba NISHIMURA (Nationality: Japan)

2021 Mar	Graduated from Kumamoto University
2021 Apr.	Enrolled in Graduate School of Global Communication and Language at AIU
2023 Mar.	Completed Master of English Language Teaching (Professional) Currently teaching at Nagasaki Prefectural Nagasaki Hokuyoudai High School

Although I was an English tutor in Taiwan, I did not have much teaching experience in formal educational settings. After studying in the ELT program, I realized that teaching is much more complicated than I expected. Fortunately, I have received a lot of practical feedback and guidance from professors, as well as support from my peers. Through the program, I have learned a variety of pedagogical theories and teaching strategies as well as gaining valuable teaching experience through the practicum opportunity. I truly value my time in the ELT program.

Chia-An TSAI
(Nationality: Taiwan / Undergraduate: National Pingtung University)

As an undergraduate, I never expected to become a teacher, but my experience working with young students in the English Village program has inspired me to pursue a teaching career. Through this program, I went through a lot of trial and error to learn how to positively impact children by using English as a communication tool. I believe that my time at ELT and English Village has played a significant role in shaping my path as an aspiring teacher.

Shuri YUZAWA
(Nationality: Japan/ Undergraduate: Akita International University)

Near the end of my time as an Assistant Language Teacher, I knew I wanted to continue teaching English in Japan. The ELT program stood out to me for its strong emphasis on both theory and hands-on practice. It has provided me with invaluable insights into second language pedagogy, practical experience and the opportunity to grow alongside like-minded classmates who share a passion for English education.

Joseph TU
(Nationality: United States of America / Undergraduate: University of Oregon)

Being fluent in English doesn’t necessarily make someone a good teacher. As a student who has long aspired to become a teacher, the ELT program has given me valuable opportunities to explore the deeper ideas behind learning and teaching, which I had never encountered before. Through hands-on practice and discussions with passionate professors and peers, I’ve been steadily growing into a more skilled and thoughtful teacher.

Atsuki KIMURA
(Nationality: Japan / Undergraduate: Akita International University)