Abstract
Under the new Course of Study announced in 2008 and 2009, Foreign Language Activities started at primary schools in 2011, the number of English lessons increased from three to four classes a week at lower secondary schools in 2012, and English lessons are going to be taught basically in English at upper secondary schools in 2013. Considering such a political emphasis on the development of students' English communicative ability, it is critical to foster teachers' professional expertise to teach the language. This is not only true for in-service professional teachers but also pre-service student teachers who learn at teacher training colleges to become future English teachers. Yamamori (2012) reported a practical program specialized in fostering student teachers' ability to use classroom English in English lessons. In order to improve the program, this case study pursues how the student teachers, who had studied in the program before teaching practice, recognized their ability to use classroom English during teaching practice.
