Smaller Classes and ESL Learning

Requesting the Change of 2nd Year Ibunka and 3rd Year Essay Writing Classes 

to improve language output and long term memory

JulieMae Engelmann, ALT

Request: 

Decrease student to teacher ratio for the 2nd year Ibunka and 3rd year Essay Writing course

Objective

Changing the Ibunka class structure from a [3:40] teacher to student ratio, down to a [2:20] ratio will improve students’ learning environment, increase language output, solidify memory retention and allow for personalized interactions with teachers

Abstract:

ALTS are contemporary culture sources that provide alternative perspectives for students.  Likewise, students can use the opportunity to share their own experience naturally- an important skill for the international course of study.  By creating an environment where they can practice this exchange, students can solidify their confidence through self driven conversation by creating a  foundation to make their class trips (currently Guam and Australia) more meaningful.

Introduction:

Smaller class sizes would allow a free flow of information through impromptu conversation utilizing natural recall leading to stronger language connections while slowly eliminating the pressure associated with ‘performing’ in a foreign language1. 

Long term memory requires various physical placement and usage.  If we can offer students a more engaging environment, we can build lasting skills that go beyond the target language2.  This is especially important for culture learning, as the students already have history, social studies and other humanity classes in Japanese.  ALT-led classes can be used as a tool to bridge the gap between textbook and experience learning by moving students into other perspectives by creating, maintaining and refreshing the environment. 

It is increasingly important to make improvements as technology such as AI becomes universally accessible.  It is the teacher’s responsibility to provide relevant resources that allow students to keep up with current trends.  It is also important to provide experiences that applications cannot provide.  A human approach and one on one learning.

Recommendations:

Mirroring the EiKomi or Debate and Discussion class setup would allow teachers to interact with students more directly and work on natural dialogue flow.  Students will not only retain information, but also create long lasting skills and memories through repetition, natural recall and situations that will test their retention (rather than tests that require short term output, utilizing memorization)3.

Grades would focus on attendance, participation and performance- only after enough direct guidance has been provided4.  Having a 2-20 student ration could allow for a variety of class options from copying the Eikomi class completely to creating an alternating schedule that would allow students to utilize shared information in various environments with different speakers (example to follow)

Alternating Ibunka/Essay Writing (E.W) Schedule example

With this breakdown, we could redirect students to more dynamic approaches in language learning.  Curriculum could center around a theme (as currently in place), book or activities that center around discussions.  By offering more direct guidance, students create their own cognitive architecture rather than relying on translation apps.  

An example semester plan for Ibunka is as follows: Read an abridged copy of a book (a single copy would be purchased to then be photo copied so students would not incur an extra expense), Split classes would read sections in small groups, or as a class and hold discussions.  To keep discussion dynamic, half way through, we would remix students.  To finish understanding the book, students will write a reflection paper based on agreed upon themes.  This would be followed by watching the film adaptation of the book as a whole class and splitting back into both group renditions to discuss differences.  The final project would revolve around an output related project to summarize the themes and ideas practiced. (example to follow)

Example: Ibunka Semester Outline

Reviews can include worksheets, pictures, writing and other multimedia sources.

This is only a sample.  Other ideas include community based projects, such as expanding the elementary school already set in place, letter exchanges, cultural fests (celebrating the international classes’ unique backgrounds) and writing workshops.

For Essay Writing, it would be beneficial for students to get as much direct feedback as possible.  Students tend to translate their thoughts using various applications, leading to repetitive sentences lacking the student’s individuality.  Come test time, without consistent practice, students lack the capacity to create their own sentences (few sources stored in long term memory).  The challenge in language learning, once there is a foundation, is to express oneself naturally.  Students have JTE-led grammar classes to set the proper structure in English.  The next element is to learn about style.  As the international class has a diverse background, it would support their unique stories to allow them to develop their voice.  This is where the ALT comes into place.  The ALT can provide diverse and relevant sources to enrich the student’s vocabulary while offering personalized assessment.  To do this successfully, the teacher-student ratio is key.  Allowing students to frequently practice writing independently in an environment that supports variables and mistakes, by the end of the semester they will feel more confident in expressing themselves.  (example to follow)

Example: Essay Writing Semester Outline

*Movie to depict the importance of language learning OR another experience to put theory into practice.

Both versions are examples open to many interpretations.  It is vitally important to note that success depends on schedule placement and planning time allotted.  Communication and planning are an imperative foundation for creation of this new structure which would require ALT inclusion.

Accountability of students is another key element to ensure long term memory retention- practice is necessary.  The same standards set in place for other required courses can apply in different elements to English as well.

Projected outcomes:

Increased language output in natural environments (such a school trips and community events)

Less fear and hesitation in the classroom

Impromptu language uses forming long term retention

Conclusion:

Nagareyama Otaka No Mori’s international course students are uniquely enthusiastic as they explore their English studies- that can flourish well with the proper support. To encourage this, offering them a supportive teacher set up will greatly improve their future endeavors regardless of direction. Restructuring Ibunka will allow students to participate in an ALT-led class while having the support of a JTE for reassurance, while interacting more often in the target language.

The goal of this proposal is not to criticize the system in place, but build on it.  The opportunity for ALT- led classes is a unique attribute that benefits both parties.   Experience from eight semesters of alternating curriculums (accumulating to roughly 374 in class hours) , along with various resources from cognitive scientists, international pedagogy and other high schools in Japan show the effectiveness of direct human contact in language and cultural learning.

References:

1. Md. Delowar Hossain MR. Suitable ESL Classroom Size and Environment for Effective Learning at Tertiary Le. International Journal of Research and Innovation in Social Science. 2023;7(4):1275-1279.

2. Oakley B, Sejnowski T. Learning How to Learn: How to Succeed in School without Spending All Your Time Studying; A Guide for Kids and Teens. Dreamscape Media; 2018.

3. Koenig LB, Gray M, Lewis SN, Martin SR. Student preferences for small and large class sizes. International Journal of Humanities and Social Science. 2015;5(1):20-29. Accessed February 14, 2024. https://www.semanticscholar.org/paper/3fc09aa3c036e1ab2613157cbd3a195f99556f78

4. Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ Psychol. 2006;41(2):75-86. doi:10.1207/s15326985ep4102_1