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.
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.
Message from Program Head
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. 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.
Message from Alumnus
Teaching needs both theory and experience. Any teacher would agree with this, but how many of them actually have achieved a good balance of the two?
When I started my teaching career at the age of 22, I thought actual teaching activities would make me improve more than possessing expertise in pedagogy. Gradually, however, I came to realize that I was too unskilled to teach students in terms of both my language and teaching skills. What I did was to repeat what other teachers did and to implement activities that seemed to be effective, without having any theoretical understanding as to their efficacy. After five years, considering that I needed to prepare myself for future English education, I finally made an important decision to stop working and to spend all the money I had saved on going to graduate school.
The two years I spent at AIU proved that my decision was right. All my friends in the ELT program were so kind and inspiring ̶ they helped me a lot. The professors always brought intriguing questions for us to discuss in class and gave us to-the-point feedback. Through learning in the ELT program, I became able to examine WHY my lessons are successful as well as identifying their weak points. This reflective skill has been helping me to improve my teaching, and it will until I retire. Also, all the encounters and opportunities that occurred during my AIU life encouraged me to respect human or cultural diversity and think from various perspectives, which contributes to supporting individual students with diverse personalities and individual learning traits.
As life expectancy increases, changing jobs will be more common, which will result in a growing need for recurrent education. I think that this is also the case with teachers, even if they are not going to quit their jobs. To update your knowledge and skills, if you have some teaching experience like I did, that must be your greatest strength; you can connect what you are learning with what you experienced in real teaching contexts. In addition, you can be a good model for your future students, exemplifying the value of recurrent education. I believe that one of the significant roles of education is preparing students for what they can experience and create in their future. You can be the one who will put this in practice with confidence backed by theory and experience.
- 2011 Apr.
- Started teaching at Osaka Prefectural Shijonawate High School
- 2016 Apr.
- Enrolled in Graduate School of Global Communication and Language at AIU
- 2018 Mar.
- Completed Master of English Language Teaching (Professional)
- Currently teaching at Tennoji Senior High School Attached to Osaka Kyoiku University
As a future EFL teacher, the ELT program has provided me with a brand-new angle of seeing English education. It may not be easy to apply every teaching theory into practice, my professors and peers in the ELT program have helped me learn how to overcome these obstacles by showing me a variety of teaching methods that I can adopt during my career. Mostly, I have learnt that true teaching skills only come from observation and practice.
“How would my students respond to this teaching method?” This thought always comes to my mind during coursework here. As an in-service teacher, I have greatly appreciated the ELT curriculum, which offers numerous opportunities to put into practice what we have learned. The insights I have received from the experienced professors, as well as the opportunities Iʼve had to share my ideas with colleagues, have reformed my teaching style. This program greatly benefits aspiring in-service and future teachers.
“I would like to improve my teaching skills to be able to plan, execute, and reflect on classes especially using academically sound approaches.” This is what I thought when I entered the ELT program. We get many chances to learn various teaching methods from an academic perspective just like I hoped. However, the ELT program does not end here. Discussing how to put these methods into practice with the experienced professors and enthusiastic classmates enriched my understanding about English education and even now truly encourages me to work to improve my teaching.
There is no teaching method which is the best at all times. There are various school contexts and students with different backgrounds, language proficiency and goals. Itʼs essential for English teachers to choose appropriate methods depending on these factors. The ELT program expanded my perspectives on English education, which enabled me to evaluate my teaching objectively and improve it. To become a professional English teacher, this program is the perfect place for you.
Example Career after Graduation
Full-time Engish Teaching Positions at Junior/Senior High School
- St. Ursula Gakuin High School
- Yakumo Gakuen 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
Full-time English Teaching Positions at University Level
- Akita International University
- University of Fukui
- National Institute of Technology, Akita College
Reappointment as an English Teacher in Akita PrefectureReappointment as an English Teacher in Akita and Kochi Prefecture