This presentation reports on the development and implementation of a Classroom English Proficiency- Comprehensive Assessment Scale tailored for elementary school teachers in Japan, building on prior work for secondary school contexts (Nakada et al., 2013, 2018). Unlike previous analytic rubrics based on discrete linguistic features, the new scale adopts a holistic, context-sensitive framework with three core dimensions: (A) quantity and quality of teacher English use, (B) opportunities for student output or input leading to output, and (C) teacher support for student comprehension and production in English or Japanese. The scale features four proficiency levels—Proficient, Good, Acceptable, and Not Yet Acceptable—aligned with teacher roles (lead, specialized, homeroom, and novice). To explore its practical application, the provisional scale was integrated into a practicum-based training program for junior college students, who conducted a series of 45-minute team-taught lessons in public elementary schools. Through video analysis and self-reflection guided by the scale, students demonstrated improved instructional awareness and responsiveness to learners’ language development. Findings suggest that the quality of classroom English is shaped not only during instruction but also through pre- and post-lesson reflection. The scale shows promise as a tool for supporting non-specialist teachers and informing effective professional development.

Authors:
Akiko Kano, Sophia University Junior College Division, Japan

About the Presenter(s)
Akiko Kano is currently a professor of Sophia University Junior College Division, Department of English Language, Japan.

See this presentation on the full schedule – Sunday Schedule

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