Applying Theory and Practice of TESOL in a Japanese Private Elementary School Setting

Abstract

This paper presents the design and rationale of a syllabus for Grade 5 learners (aged 10-11) in a Japanese private elementary school context. The proposed syllabus aims to support learners at approximately CEFR A1 level in progressing towards A2, while addressing the expectations of key stakeholders, including the Ministry of Education, schools, and parents. To achieve this, a multi-layered syllabus is adopted, combining structural, notional-functional, and task-based approaches. The structural component provides a systematic foundation in grammar, which aligns with stakeholder expectations and supports accuracy. This is complemented by a notional-functional approach, which emphasises meaningful communication through real-life language use. In addition, task-based learning is incorporated to promote interaction, learner engagement, and the development of communicative competence through authentic and pedagogical tasks. A sample sequence of lessons is presented to demonstrate how these approaches can be integrated in practice. The paper argues that combining multiple syllabus types allows for a balanced approach to language teaching, supporting both form-focused instruction and meaningful communication. This approach is particularly suited to young learners in EFL contexts, where motivation, clarity, and practical language use are essential.