The Unspoken Conversation: Language, Policy, and the Modern ALT Experience

Walking into a Japanese classroom as an Assistant Language Teacher (ALT) is an adventure filled with unique challenges and rewards. Beyond the lesson plans and grammar points lies a complex, often unspoken, conversation about language itself.

What are the rules of engagement? Many ALTs arrive with a clear directive: “English only.” This policy aims to create an immersive environment, but the reality on the ground is often more nuanced.

• How does this rule shape your teaching?
• Do you feel empowered or restricted?
• The classroom is a dynamic space, and rigid policies can sometimes clash with the practical need for clarity and connection.

The Hidden Toolkit: An ALT’s Linguistic Profile

The common perception of an ALT is a monolingual English speaker. The truth is far more interesting. The modern ALT brings a rich tapestry of linguistic resources to their desk.

• Japanese Proficiency: Many ALTs study diligently, achieving varying levels of fluency. This skill isn’t just for ordering coffee; it’s a potential bridge for explaining complex concepts, managing classroom behavior, and building rapport.
• Additional Languages: It’s not uncommon for ALTs to have skills in a third or even fourth language. This multilingual perspective is a valuable, yet often overlooked, asset in understanding the language learning process.

The Great Debate: To Use Japanese or Not?

This is where theory meets practice. The “English only” debate isn’t just about policy—it’s about pedagogy and psychology.

Potential Benefits of Strategic L1 Use:

• Efficiency: Quickly clarifying instructions to avoid prolonged confusion.
• Lowering Anxiety: A reassuring word in a student’s native language can build a safer learning environment.
• Metalinguistic Explanation: Comparing grammar points between languages can offer powerful “aha!” moments.

Potential Drawbacks to Consider:

• Reduced Exposure: Overuse of Japanese minimizes precious student contact time with English.
• Student Dependency: Students might wait for a translation instead of grappling with the English meaning.
• Role Confusion: It can blur the line between the ALT as a model of English and the Japanese Teacher of Language (JTL).

Finding Your Voice in the Policy Landscape

Every school, every contracting organization, has its own culture. Navigating this landscape requires adaptability and reflection.

• Open Dialogue: The most successful teaching partnerships often involve candid conversations with JTLs about what works best for their students.
• Context is Key: A quick, whispered translation to a struggling elementary student is different from routinely lecturing in Japanese at a high school.
• Your Experience Matters: Your observations on what helps or hinders student learning are valid data points in the ongoing evolution of language education in Japan.

The journey of an ALT is as much about cultural and linguistic exchange as it is about teaching. By examining our own practices, resources, and beliefs, we contribute to a deeper understanding of what makes language learning effective—and human.