Purpose

Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.

Design/methodology/approach

The study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.

Findings

Initial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.

Originality/value

The study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.

中文翻译：

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戏剧教学法作为转移小学教师语言焦虑的催化剂：在 EFL 课堂​​中提供批判性参与

目的

日本学校教师在新课程改革下面临挑战，还缺乏引导他们成功实施的准备。在专业学习计划的参与教师中发现了与小学英语教学相关的困境。本研究旨在 (1) 确定对新 EFL 课程的焦虑感和准备情况，以及 (2) 提供专业的学习计划，以转移他们的担忧，以重新获得作为教育者的信心和能动性。

设计/方法/方法

该研究是在定性研究的基础上进行的。从 40 名参与专业学习计划的教师那里收集了定性数据，然后进行了批判性分析。

发现

初步调查结果显示，大多数参与者对在学校教授 EFL 感到担忧，因为他们是班主任，而不是 EFL 的专业教师。戏剧教学法帮助他们转移了语言焦虑，并在新的 EFL 课程实施中重新定位自己，这在专业发展研讨会的反思中变得显而易见。

原创性/价值

该研究突出了日本小学教师当前面临的教育问题。未能完全解决他们的焦虑感是日本学校文化的基础。戏剧教学法尽管在日本的教育教学法中尚属新鲜事物，但在让参与者自由表达自己的声音方面是有效的。