Degree Programs

English Language Teaching Practices

Picture of English Language Teaching Practices class

AIU offers a unique linguistic and cultural environment for its students. English is routinely heard, spoken, and used in and out of the classroom. Numerous opportunities are available for practicing English in formal and informal settings. A robust intensive English language program, English for Academic Purposes (EAP), creates the perfect setting for observing experienced teachers doing what they do best. The Language Development and Intercultural Studies Center (LDIC) offers ideal opportunities for self-directed learning, group study, and familiarity with excellent teaching materials and resources. AIU, in other words, is the perfect campus for improving one’s own communicative competence in English while learning how to be an expert at teaching others. The ELT program offers a solid foundational curriculum in language teaching theory and pedagogy while promoting opportunities to become a competent and reflective life-long learner of language and culture - in this case, English.

Expected Student Outcomes

  • Knowledge of English as a language
  • Understanding of the role of English in a globalized world
  • Comprehension and application of fundamental TESOL theories and methods
  • Familiarity with methods of inquiry in language education
  • Processing and critical analysis of information
  • Competence in language classroom communication issues
  • Ability to express oneself professionally in speaking and writing
  • Self-reflection as an educator

Feature 1 - Flexible Scheduling

Complete the program at your own pace
While the English Language Teaching Practices program is generally completed over the course of two years, it can also be completed over three to four years by taking weekend classes, ideal for those currently working.

Feature 2 - Teaching Certificate

Earn an English Teaching Certificate while in ELT
ELT students have the privilege to upgrade their Type 1 Teaching Certificate to an Advanced Teaching Certificate by completing the necessary courses. Students without a Teaching Certificate have the option to join the Teacher’s License Program to earn a Type 1 Teaching Certificate for Upper Secondary School.

Picture of Teaching Practices

Teaching practices at local high schools

Flow of Course Offerings

English Village Program for Young Students

Picture of English VillageAs 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.

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Message from Program Head

Picture of Hiroki UCHIDA

When you look at English as an international language (EIL), you may soon realize that your current/future students will be more likely to communicate in English with speakers of English as a second/foreign language (ESL/EFL) rather than with native speakers of the language. This implies that English teaching should focus more on training students to be speakers of EIL, which can be Japanese-like English but should be acceptable enough.

Fluency will be the key factor in the new phase of English education in Japan. Accuracy development should occur concurrently with fluency development. Therefore, you have to be ready to get rid of your baseless belief that students need to learn a large amount of vocabulary first. In addition, obtaining good knowledge of grammar structures before speaking or writing in English is an outdated notion. For the students’ fluency development, opportunities for meaning-focused learning are indispensable, which, in fact, have been missing in many English classrooms in Japan.

To know is one thing, while it is quite another to do. As this proverb suggests, you need to be familiar with a variety of EFL/ESL theories. When our ELT program says you are familiar with a theory or teaching technique, you are supposed to not only know it, but also to be able to practice it in your classroom. This is what makes our ELT program different.

Dean and Director of the Graduate School
Head of English Language Teaching Practices

English Language Teaching Practices Faculty

Message from Alumni

Picture of Tilabi YIBIFU

Studying at AIU was one of the most rewarding stages in my life; it allowed me to explore what makes a good language educator. My experience at AIU has taught me one fundamental thing about teaching English – motivating students and helping them build confidence in learning English.

I am teaching English at the National Institute of Technology, Akita College. Many of my students begin the semester with negative attitudes toward English and low confidence in their linguistic ability. Therefore, I always emphasize that making mistakes is a part of learning in my lessons. One of my students wrote on her feedback sheet, “I have never done a Japanese presentation before, but I could do English presentations. I enjoyed telling my memorable experience in English.” These words convinced me that we teachers could change students' mindsets by creating a positive and friendly learning environment. We can teach them that they will learn something new and challenging if they push out of their comfort zones. As a result, they can gain greater confidence in speaking English.

Tilabi YIBIFU(Nationality: China)

Sep. 2018
Enrolled in Graduate School of Global Communication and Language at AIU
Aug. 2020
Completed Master of English Language Teaching (Professional)
Currently teaching at National Institute of Technology, Akita College

Picture of Tae TAKAHASHI

Learning experiences through various courses at AIU as an auditor for four years while working as a teacher motivated me to become a better English teacher, giving me a desire to focus on learning in this ELT program for two years.

After enrolling in this program, I devoted myself to learning theories and acquiring broad knowledge from experienced professors, as well as practicing various methodologies in teaching English to improve my teaching skills. Moreover, discussions and group work with inspiring fellow students and tutoring sessions with undergraduate students in the EAP (English for Academic Purposes) program were great experiences as well.

Reflecting on my studies in the ELT program, the practicum was the most memorable. Through my training, I learned how to plan and conduct communicative lessons by making good use of the knowledge gained in various courses. Currently, I work for Goshono Gakuin High School in Akita city, where I did my practicum. I am honored to accept current ELT students for their practicum and give some advice based on what I learned from the professors and my reflection.

Tae TAKAHASHI(Nationality: Japan)

Apr. 2018
Enrolled in Graduate School of Global Communication and Language at AIU
Mar. 2020
Completed Master of English Language Teaching (Professional)
Currently teaching at Goshono Gakuin High School

Students’ Voice

Are there any effective ways to teach English? What is teaching English anyway? As an in-service teacher, many questions like this were rolling around in my head. Every class in ELT gave me some tips to answer my questions. Having discussions with enthusiastic classmates and getting feedback from excellent professors improved my teaching skills and broadened my outlook on teaching. ELT is a great place to learn.

Azusa MATSUMOTO(Nationality: Japan / Undergraduate: Kobe City University of Foreign Studies)

As an aspiring educator with a lack of experience, getting a chance to practice EFL (English as a foreign language) instruction techniques in real classroom situations was extremely important to me when picking a graduate program. ELT allows you to do just that: practice using theories in the classroom and get feedback from instructors and classmates, which is an invaluable experience for any aspiring teacher. If you want lots of chances to practice, ELT is the place.

Alaric DAVIS (Nationality: USA / Undergraduate: Southeast Missouri State University)

Many of my friends from my undergraduate studies are currently working as English teachers, but I decided to spend two more years in higher education to study through the ELT program. Now, I am proud of my decision. The ELT program has provided me with not only knowledge and skills related to academic research but also practical learnings in the classroom context. These solid foundations are beneficial for aspiring English teachers, and the ELT program is the very place to get that learning experience!

Futaba NISHIMURA (Nationality: Japan / Undergraduate: Kumamoto University)

John Lennon once said, “A dream you dream alone is only a dream. A dream you dream together is reality.” Just like his words, ELT is the place for revolution in English education, and you're not alone. Having spent a year at AIU, I experienced professional and personal development. As a member of English Village, I was also able to cultivate teaching and collaborative skills that I would not have gained anywhere else.

Yuto YOKOKURA (Nationality: Japan / Undergraduate: Portland State University)

Picture of English Language Practices Students

Example Career after Graduation

Full-time English Teaching Positions at Junior/Senior High School

  • Miyagi Prefecture Hakuo High School
  • Miyagi Prefecture Sendai Daisan High School
  • Osaka Prefectural Makino High School
  • Ishinomaki Municipal Kitakami Junior High School
  • Akita Prefectural Noshiro High School
  • Shizuoka Prefectural Hamamatsu Konan High School
  • St. Ursula Gakuin High School
  • Yakumo Gakuen Junior/Senior High School

Full-time English Teaching Positions at University Level

  • National Institute of Technology, Niihama College
  • National Institute of Technology, Akita College
  • Akita International University
  • University of Fukui

Reappointment as an English Teacher in Akita, Shizuoka, and Nara Prefecture