This dual-presentation session explores integrated approaches to English language development and literacy in Japanese elementary contexts. The first part examines a school-wide system from AICJ International School Kyoto, focusing on how coordinated leadership, Multi-Tiered Systems of Support (MTSS), and data-informed routines—such as the “Say More, Score More” incentive—build fluency in classrooms where Japanese is the primary home language. The second part addresses the upcoming 2028 Course of Study revisions, focusing on the transition from phonemic awareness to print. By analyzing why traditional phonics has faced challenges in public schools, the presenters demonstrate how storytelling serves as a practical bridge to literacy. Together, these sessions offer participants a roadmap for aligning school-wide leadership with classroom-level instruction to foster confident, literate English learners.

本セッションでは、日本の小学校における英語力向上とリテラシー教育への統合的なアプローチを、二つの視点から考察します。前半では、AICJ International School Kyotoの事例をもとに、リーダーシップの連携、多層的支援体制（MTSS）、そして発話を促す「Say More, Score More」などのデータに基づいたルーティンが、日本語を母語とする児童の流暢さをいかに育むかを詳述します。後半では、2028年度の次期学習指導要領を見据え、音韻認識から文字への移行に焦点を当てます。公立校におけるフォニックス指導の課題を検証しつつ、物語を活用した実践的なリテラシー導入法を提案します。本セッションを通じ、参加者は全校レベルの組織設計と、教室での具体的な指導法をいかに連動させ、児童の自信と読み書きの能力を高めるかについての指針を得ることができます。

Schedule

9:00 – 9:10	Welcome and Introduction
9:10 – 10:20	Building a School-Wide Language Learning System: Coordinating Leadership, Inclusion, and Classroom Practice	Neesha Feroz, Todd Arao, Ami Tran AICJ International School
10:20 – 10:40	Break
10:40 – 11:50	Teaching Literacy to Japanese Children through Stories: From Phonemic Awareness to Print	Mayumi Tabuchi, Kyoto Kyoka University Alexander Carroll Kyoto University of Foreign Studies
11:50 – 12:00	Closing
12:00 – 13:50	Networking
13:50 – 14:00	Cleanup

Abstracts

Building a School-Wide Language Learning System: Coordinating Leadership, Inclusion, and Classroom Practice

Neesha Feroz, Todd Arao, Ami Tran

This session explores how coordinated leadership and aligned classroom routines can strengthen school-wide English development in Japanese elementary contexts. It presents a practice-based case study from AICJ International School Kyoto. In this IB PYP elementary school, over 90% of learners come from Japanese-speaking families, and English is the primary language of instruction.

To increase meaningful use of English beyond formal lessons, the school implemented coordinated systems aligned with Multi-Tiered Systems of Support (Tier 1), CEFR benchmarks, structured literacy development, and data-informed instruction. Daily language routines such as morning circles and reflection time incorporate short communicative activities (e.g., SEL check-ins, word of the day, 20 Questions, storytelling, and discussion tasks) designed to build fluency and confidence in learners’ academic and social language.

A positive behavior system, “Say More, Score More,” rewards students for elaborating on their responses. Learners are positioned as stakeholders in the system by proposing examples of phrases and moments of extended speech that can earn points. Literacy skills and language development are monitored through formative classroom checks, home reading practice (e.g., Raz-Kids), structured phonics tracking, proficiency-grouped literacy classes informed by the science of reading, and assessments such as TOEFL Primary and TOEFL Junior.

The session highlights transferable routines and monitoring strategies applicable to mixed-proficiency classrooms in public and private school settings.

Learning Objectives for Participants

Participants will be able to:

• Explain how whole-school leadership structures support language development
• Describe how curriculum alignment strengthens literacy progression across grades
• Identify inclusive Tier 1 strategies that increase English participation and access
• Apply CEFR-informed and data-informed tools to monitor and improve language growth

Speaker Roles and Perspectives

• Neesha: Presenting from a whole-school leadership and systems design perspective
• Todd or Ami: Presenting from a curriculum coordination and instructional alignment perspective
• Todd or Ami: Presenting from an inclusive education and learner support perspective

Neesha Feroz is an IB PYP educational leader and Principal with experience supporting school development and evaluation across the Asia-Pacific region. Her work focuses on establishing school-wide systems that strengthen language learning, curriculum alignment, and instructional coherence. She is committed to building sustainable structures that support effective language education for diverse learners.

Todd Arao is an international educator and Vice Principal with nearly 20 years of experience in elementary language education and school systems coordination. His work focuses on developing aligned language learning structures, supporting cross-curricular language development, and strengthening inclusive learning environments. He has contributed to language education initiatives across international and Japanese educational contexts.

Ami Tran is an educational leader specializing in curriculum implementation, instructional improvement, and inclusive learning systems. Her work focuses on supporting diverse learners through coordinated instructional practices and evidence-based language development approaches. She is committed to strengthening access and participation in language learning for all students.

---

Teaching Literacy to Japanese Children through Stories: From Phonemic Awareness to Print

Mayumi Tabuchi, Alexander Carroll

The next revision of the Course of Study for elementary school English in Japan has been announced for early implementation in 2028, and newly revised (3rd edition) authorized textbooks will soon be used in elementary schools across the country.

In this presentation, one of the textbook authors will discuss the current situation of literacy instruction in Japanese elementary schools and explore why phonics instruction has not been widely implemented in public schools. The presenters will also introduce effective approaches to early English literacy education in Japan using stories as a central teaching tool.

The session will include practical examples and a short workshop demonstrating how storytelling activities can support the development of phonemic awareness and the transition to reading print.

Mayumi Tabuchi is a professor at Kyoto Koka University. She has served as an advisor to local boards of education and MEXT, providing professional development for public elementary school English teachers across Japan. She is an author of MEXT transitional materials and government-approved English textbooks. Her research focuses on literacy development and assessment through story-based English instruction for Japanese elementary school learners.

田縁眞弓　京都光華大学こども教育学部教授。長年の小学校英語指導実践を経て2021年より現職。各地教育委員会および文科省などの教員研修に携わる。文部科学省移行期教材および現検定英語教科書著者。ストーリーを活用した日本の小学生の読み書き指導ならびに評価が専門。

Alexander Carroll is a lecturer at Kyoto University of Foreign Studies. Raised bilingually in Japan, he is interested in supporting diverse learners in English education. Before joining KUFS, he taught for ten years at a private elementary school. His research interests include early language development, story-based learning, and the role of technology and AI in education.

アレックスキャロル　京都外国語大学講師。日本でバイリンガルとして育つ。私立小学校で10年間英語を指導。子どもの言語発達、ストーリーを用いた英語学習、教育におけるテクノロジーやAIの活