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.
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.
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.
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.
Some of you may have heard, “We teachers do not teach textbooks but teach with textbooks." Have you found what it truly means?
In fact, high school English textbooks deal with various topics such as cultural differences, historical facts, and sometimes some current global issues. Using the textbooks, you have to get your students interested in those topics, connect them to their everyday lives, and have them think hard about what they can do in order to solve problems for discussion in classes. You are required to teach more than just grammar and vocabulary. That implies that as a teacher, you need to acquire a wide range of knowledge in various fields and keep having an interest in what is happening around the world. I believe that having a deep insight into what is written in textbooks is fundamental to create activities to have your students imagine and guess more than what is literally written. It will certainly help your students gain a good command of English in the future.
My teaching career started at Noshiro High School of Akita Prefecture on April 1, 2018. One of my goals is to be “a reflective lifelong learner of English,” as the ELT program suggests. This goal takes a long time and an enormous effort to accomplish. You also can hardly see your progress. Yet I would like to realize it because AIU and the ELT program taught me important 3Cs in relation to the goal: curiosity, critical thinking, and courage. My curiosity did not stop at the time of graduation, but instead, it still persists. The ELT program also taught me the importance of thinking critically. When you devise and prepare your teaching materials and activities, you cannot just decide whether they are good or bad on your own. It is essential to think critically, that is, to find advantages and disadvantages of them. Discussing with classmates and joining the English Village Program at AIU, for example, are a great help to learn how to think critically. Finally, courage is what I mostly owe to the ELT program. In it, you may have to face your own weaknesses that you have already noticed but do not want other people to point out. You may also find out that what you have worked hard on and done is not actually meeting your professors' expectations and may realize that your efforts have not been enough. I believe that awareness and the determination to rise to the challenge are vital for your progress. These 3Cs, taught at AIU and the ELT program, will you lead to greater professionalism.
What is your teaching philosophy? If I had been asked this question before entering the ELT program, I wouldn't have known what to say. Now, however, having become acquainted with a variety of language pedagogical theories, and with the support of my colleagues, I'm gradually developing my own ideas of how to teach. If you haven't yet "found" your teaching philosophy, ELT is the program for you.
Denzel Yutaka UETA
As an in-service teacher, it has been an inspiring and rewarding experience for me to broaden my knowledge and perspective through discussions with classmates and the experienced ELT professors. I believe that the opportunity to learn practical skills from specialized coursework, and later to implement those new skills through the required practicum make the ELT program an invaluable resource of professional development for aspiring teachers and in-service teachers alike.
The ELT program gave me a new insight that it is important to empower students' communicative skills and contextual understanding of culture, so that they may fully express themselves, and appreciate the language they are learning. I found that interactive exercises and discussions on the intertwining relationships amongst grammar, discourse, and other complex dimensions of a language that enhance students' effectiveness in communication. Thanks to the program, I refined my understanding of what it means to be a better language teacher.
Tu Ngoc Thanh NGUYEN
It is easier said than done. As this proverb says, even if you know a variety of pedagogical theories, it is quite another feat to practice them in your classroom. In the ELT program, besides exploring many theories, we learn how to employ them in various school settings. Through experiencing numerous trials and errors, we try to find what is best for our future students with enthusiastic colleagues.
Full-time Engish Teaching Positions at Junior/Senior High School
Full-time English Teaching Positions at University Level
Reappointment as an English Teacher in Akita Prefecture