Team-teaching with an ALT: who does what in each part of the lesson

What each teacher brings

The homeroom teacher or JTE knows the students: their level, their personalities, who needs encouragement, and how the class is managed. They are the bridge to the curriculum and, when needed, to Japanese.

The ALT brings natural English, real-life cultural content, and a genuine reason for students to communicate: here is someone who actually needs English to understand you. The ALT is also a model of a confident language user.

Roles stage by stage

• Greeting and warm-up: the ALT leads the English greeting; the homeroom teacher or JTE joins in as a learner, modelling enthusiasm. Students copy adults who look like they are having fun.
• Introducing new language: a short skit between the two teachers shows the language in a real exchange. The ALT models pronunciation; the homeroom teacher or JTE checks understanding with gestures or a quick question.
• Controlled practice: the ALT leads the chants and repetition; the other teacher moves around the room, helping students who are lost and praising effort.
• Communication activity: both teachers circulate. The ALT joins pairs as a conversation partner; the homeroom teacher or JTE watches for students who are stuck and sets up the next step.
• Reflection: the homeroom teacher or JTE usually leads, as reflection often needs a little Japanese and knowledge of each student. The ALT adds specific English praise.

Ten minutes of planning saves forty of confusion

A short meeting before the lesson, even in the staffroom between classes, should answer three questions: What is today's goal? Who leads each stage? What is the communication activity? Writing the answers in the plan, stage by stage, is the single most effective habit in team-teaching.

Common pitfalls

• The tape recorder: the ALT only reads words aloud. Fix: give the ALT whole stages to lead.
• The interpreter: the Japanese teacher translates everything the ALT says. Students learn to wait for the translation. Fix: use gestures, pictures and demonstrations first; translate only when truly needed.
• The bystander: one teacher stands at the side. Fix: during student activities, both teachers move and support.
• No plan: the ALT learns the topic at the classroom door. Fix: share the plan a day ahead, even as a photo of the notes.

When the ALT changes schools often

Many ALTs visit several schools and see each class only occasionally. Consistent lesson structures help: if every lesson follows the same five stages, a visiting ALT can step in quickly. A written plan with roles is also something you can hand to a substitute.

Tip: Ask your ALT what they enjoy (music, sport, drawing, cooking) and build one activity around it. Students respond to real enthusiasm, and the ALT becomes part of the class rather than a visitor.