On Approaches to Preparation for English Lessons (2)

（This is an English version of my previous post, 予習指導のあり方を考える②.)

Continuing from my previous post, I'll explore the merits and demerits of lessons based on the assumption of student preparation in high school English classes.

According to a survey presented in Shinogaya (2022), it appears that in junior and senior high school English classes, more students receive instruction in preparation than in other subjects, and a larger percentage of students receive instruction in preparation than in review (p. 45). Despite differences in school type, achievement level, and teaching style, it appears that preparation instruction is a common practice in standard high school English classes in Japan.

Therefore, in order to consider how English classes should be taught in high schools, I will consider the advantages and disadvantages of classes that are based on preparation.

I intend to discuss classes that deal with reading comprehension materials; I do not mean to talk about ones in which students solely practice questions for entrance examinations. 

Advantages of Preparation-Based Classes

First, let us consider the advantages of classes based on preparatory study.

1. Pacing and Input: Lessons progress more smoothly and can cover more content. With preparation as a prerequisite, there's no need to allocate class time for reading. This can potentially increase the amount of input students receive.

2. No Waiting for Slow Readers: Not having to allocate in-class time for reading means not having to wait for slower readers. When class time is dedicated to reading, students with varying reading speeds may delay others. Allowing students to read at their own pace outside of class can mitigate this issue.

3. Lesson Planning Ease: From a teacher's perspective, lesson planning becomes more straightforward when students have already read the material. Teachers can focus on explaining the text or designing activities centered around the reading material, making the planning process more efficient.

4. Deeper Learning During Class: Preparatory reading can help deepen in-class learning. Students who have familiarized themselves with the upcoming material can come to class with specific questions and focus on acquiring the necessary knowledge or information during the lesson (Shinogaya, 2022).

Requiring students to prepare for English classes may have significant advantages in terms of class progression. At the same time, we should not overlook the fact that the students' preparation and the teacher's lesson planning can deepen their learning in class.

Disadvantages of Lessons Based on Student Preparation

Now let's explore the disadvantages of lessons that require student preparation:

1. Limited Introduction: A major disadvantage is the lack of an introduction. Oral introductions by teachers or the use of visual aids are critical to motivating students and introducing them to the topic. Without this motivation, instructing students to "read up to page X by next class" without any context may not encourage proactive learning.

2. Spoiling the Surprise: Requiring students to read the material in advance can take away the element of surprise. Sharing new discoveries and the excitement of exploring the text during class is something most English teachers strive for. With preparatory reading, the opportunity for "new discoveries" and shared excitement during the lesson may be lost.

3. Answers and Passivity: Lessons that assume preparation can easily turn into "answer-checking" sessions, where students focus on "what's the right answer?" rather than actively engaging with the material. While this can be mitigated through creative lesson design, promoting such mindset is not ideal for an English classroom.

4. Equal Burden: Requiring preparation for every class can create a one-size-fits-all burden on students. Students juggle multiple subjects, extracurricular activities, and other commitments, and expecting them to prepare thoroughly for every class may not be realistic. From this perspective, it may be more appealing to design classes that require minimal preparation, allowing students to focus on reviewing at their own pace.

5. Managing Unprepared Students: Managing unprepared students can be challenging. Moreover, even among students who do prepare, the degree of preparation can vary widely. Some students may thoroughly use dictionaries to understand every word, while others may skim the text and claim they're prepared. Navigating these differences in student preparation during a single lesson can be difficult. When a lesson is interrupted because a student is unprepared or inadequately prepared, it can create an uncomfortable atmosphere in the classroom.

6. Inability to Teach Reading Strategies: Perhaps the most significant drawback, in my opinion, is the inability to teach students how to read. In the English classroom, it's essential to teach various reading strategies, such as dealing with unfamiliar words, constructing meaning top-down, and using scanning and skimming techniques in addition to close reading. Yet, when students read the material outside the classroom for preparation, teachers lose the opportunity to monitor and guide students in the effective use of these strategies. Many students may end up reading word for word, relying heavily on bottom-up decoding, which can hinder the development of advanced reading skills.

Pros and Cons of Preparation-based Lessons 

In conclusion, I've discussed the pros and cons of teaching based on student preparation. To be clear, I'm not advocating one approach over the other. Both have their advantages and disadvantages. The key is to understand these aspects and use them purposefully in lesson planning. It's important to consider how preparation (homework) fits into the larger context of "preparation," "instruction," and "review" in order to guide students toward more effective learning. Ultimately, the goal is to help students engage meaningfully and actively with the material.