It is very interesting to see various opinions in terms of multiculturalism. Previously, I posted an entry on Multicultural Education in the United States. It is very important to have multicultural education because the number of immigrants has been rapidly increasing. In classrooms, you will see students from other parts of the world, such as Asia, Africa, and Europe in addition to those who are originally from America. This has made the modern classroom very diverse. Some may come from countries where they practice similar customs and cultures with those of America. However, there are many things, such as how they think and what they believe, varying from country to country. Some students may become confused with other student’s attitudes, postures, or their way of speaking. That’s why, in order to understand the differences in cultures and accepting it, I believe that multicultural education is essential.
One of the most shocking ideas I came across while reading an assigned article for a class was that there are people who are against multiculturalism. I will not say that this way of thinking is wrong; I just have never thought in this manner myself. America has received a lot of people from all over the world and that number only continues to increase. This means there have been more diverse cultures coming into America. I have been to a Mexican residential area, shopped at a Korean supermarket, and enjoyed a Thai and Ethiopian restaurant, while never leaving the city of Nashville. The people who are against Multiculturalism seem afraid to lose their own culture, or, I should say, fear being merged or taken over. On the other hand, I understand that it shows cultural their pride as an America. I do have a lot pride as a Japanese citizen as well and would like to protect the traditional culture and customs of Japan. Each of us love our country as our own, do we not? But we need to think about how society is beginning to change. Our world has been getting smaller and easier to access when it comes to different cultures. For economically big countries like America, a lot of people come not only to visit, but also to live there. As one of the leaders in the world, America needs to show their leadership on multiculturalism. They can exclude those people from their country, but since there already have a lot of people from outside of America, they need to consider accepting them.
However, in a classroom setting, I can understand that some people are concerned about distinguishing those students who have different backgrounds because of multicultural education. It enables teachers to expose students to different values and provides them opportunities to get to know what they haven’t seen before. Through multicultural education, students can learn how to respect people, cultures, and values of other countries. Especially in America, everybody has different origins of birth. Their parents may come from Europe, or Asia, and their grandparents might come from Africa. We cannot tell what they are based off of their appearance alone. There are differences in them even though they look similar (like same race). Even when comparing Japanese people, there are big differences in appearance and characteristics. Why should we not compare people who are different than us? It becomes problematic if you just compare and criticize each other. But, if you can measure the value of the differences and try to accept them, it is worth giving it a try.
Thursday, September 30, 2010
Monday, September 20, 2010
How Do I Teach Grammar?
Grammar is the system of languages. By interacting with people for a long time, since you were born, we have become able to speak our native language and have not needed to learn grammar. However, if you want to learn a different language from that of your native language, grammar should be taught. Why? The reason for this is that grammar aids as a shortcut in the learning process. You built grammar from your native language in your brain through living in your environment by trial and error. Thus, you do not want to spend as much time as when you acquired your native language, when you learn your second language, because you now have a purpose in learning the new language. It could be business or travel that leads you to this new found passion. However, when I started to learn English, I really did not like grammar, even English. It was due to the way my teacher taught the subject, he made it boring and I could not find the reason for why I was studying it.
Therefore, as for language teachers, it is very important to know why students want to learn the language. If it is a mandatory class, teachers need to provide enough reasons why they need to study in the class. Depending on the reasons, the way of teaching grammar will be different. If the person wants to go to Japan for travel, Japanese teachers can focus on grammar and expressions that will be useful while traveling, such as asking time, price, and directions, and ordering food. If the students’ purpose is for business, teachers may want to teach useful grammar to read and write business documents, and answering phone calls. In order to develop their comprehensive skills in the target language, moreover, it is essential to make classrooms communicative. Mechanical drills will be helpful, but they only know how to make sentences, not how to use them in the right context. Just as reading a score and playing the piano is different, just knowing grammar and using it in a meaningful context is different as well.
Even though, learning grammar in a related situation is better when students learn the target language, it is not easy for teachers to provide the environment. Practice of grammar sometimes becomes more mechanical than communicative. When I was observing a Japanese class in Japan, I almost feel asleep because of how boring the class was. Students were provided a handout to fill out conjugation of each verb in blanks. It will be helpful for them, but how do they know how to use them in a real life situation when they are faced with an opportunity? When I learned, “give me a break” and used it in a real life situation, I was laughed at because it is an old saying! I was so embarrassed. How can students know if it is right, or not? The classroom is a place where students learn grammar, but at the same time, it should be for knowing how to converse with people with proper expressions.
Therefore, as for language teachers, it is very important to know why students want to learn the language. If it is a mandatory class, teachers need to provide enough reasons why they need to study in the class. Depending on the reasons, the way of teaching grammar will be different. If the person wants to go to Japan for travel, Japanese teachers can focus on grammar and expressions that will be useful while traveling, such as asking time, price, and directions, and ordering food. If the students’ purpose is for business, teachers may want to teach useful grammar to read and write business documents, and answering phone calls. In order to develop their comprehensive skills in the target language, moreover, it is essential to make classrooms communicative. Mechanical drills will be helpful, but they only know how to make sentences, not how to use them in the right context. Just as reading a score and playing the piano is different, just knowing grammar and using it in a meaningful context is different as well.
Even though, learning grammar in a related situation is better when students learn the target language, it is not easy for teachers to provide the environment. Practice of grammar sometimes becomes more mechanical than communicative. When I was observing a Japanese class in Japan, I almost feel asleep because of how boring the class was. Students were provided a handout to fill out conjugation of each verb in blanks. It will be helpful for them, but how do they know how to use them in a real life situation when they are faced with an opportunity? When I learned, “give me a break” and used it in a real life situation, I was laughed at because it is an old saying! I was so embarrassed. How can students know if it is right, or not? The classroom is a place where students learn grammar, but at the same time, it should be for knowing how to converse with people with proper expressions.
Problem Identification through Teaching Reflection
Teaching Issues
As I mentioned a few times (as stated in my previous entries), I am teaching the Japanese language at MTSU. One of the largest problems all Japanese instructors at MTSU face is the struggle to find the time to cover what we are supposed to cover, and what we want to complete at this level in a single semester. We only have 3 (MWF)/ 2 (TR) days a week while other big universities, such as Ohio State University (very famous for its Japanese program), have 4 / 5 days a week. The short credit hours cause us to progress slowly (some students have complained about that before) and to give up some materials that we would like to cover. As for the result of that, in my Japanese 1010 class, I found out that there are a lot of students who have not fully memorized the Hiragana yet, causing them to have difficulties to reading a textbook and my writing on a whiteboard. It is very understandable that my students cannot fully memorize the characters given in such a short period of time due to the large alphabet in the Japanese language, compared to that of English. Two semesters ago we took a month for the Hiragana and Katakana lesson, but it caused us to not have enough time to complete lesson 3, which is the last lesson containing the most difficult grammar points for Japanese 1010. This semester, we decided to have the Hiragana lesson for a week and progress to chapter 1 afterward so that we would be able to take enough time on lesson 3. What I found in my class was that the students were struggling to recognize Hiragana. It was very shocking to me, so I decided to take some time to practicing the Hiragana in class, but they were still having difficulty. Teaching the Japanese alphabet is very difficult because it is a very boring process for students to memorize. Is it better for them to be put into groups? Do they need assignments for the Hiragana? Or ultimately, do we need the time and allow them to memorize the Hiragana?
Second Language Acquisition
The sounds, accents and intonations of Japanese are very different from those of English. In order to produce the sounds, they need enough inputs. I always try to speak in Japanese as much as I can because I am the only Japanese native speaker in my class. At the same time, I try not to forget that they also need outputs. When they are introduced to new expressions, I repeat them a lot and asked them to listen first. After enough inputs, they are all ready to use the new expressions. Since I have about 30 students in my class, however, it is impossible for me to provide equal opportunities to talk with me and correct them. They are required to be aggressive while using the Japanese language during class activities. I often make a work sheet for students to interact each other. There are some tasks that allow the students to be placed in groups where peers review each persons work in turn. While I correct their intonation or/and accents, I ask all members of the group to repeat with me, so that the students who were corrected by me do not feel embarrassed. Of course, praises are followed to make them feel achieved.
Ethnographic Perspective
Teachers are required to meet the needs of their students in order to develop their language skill meaningfully. As for Japanese teachers, first of all, I need to know why they want to learn Japanese. Language and culture in Japan are interrelated. I can teach people how to ask directions, count money, and order food, for those who want to go to Japan as a tourist. If they want to learn Japanese for business, they need to know how to speak politely in Japanese. When we introduce ourselves, we do not shake hands, but bow towards each other. I have students from outside of the America, including two students from Taiwan, one from Puerto Rico, and a few Korean Americans, so I always encourage them to tell us how they react if certain situations are handled differently from the Japanese way. Their cultural heritage should not be ignored because it could be helpful to understand the language that they are studying, as well.
Wednesday, September 15, 2010
My Own Reflection After Teaching
On Tuesday, September 14th, I had 2 sections of my Japanese 1010 classes. Since I decided to work within my own classroom, my observation entry will be more reflective of my own teaching. I always enjoy meeting my students because they are very enthusiastic to learn Japanese and about the Japanese culture.
Classroom Information
•Japanese 1010-02 (Beginner)
•Every Tuesday & Thursday, from 2:40 to 4:05 (85 mins)
•Total - 30 students including 18 males and 12 females
Teaching
What was the purpose of the lesson?
The purpose of the lesson was to be able to do self-introduction, have conversations regarding time, and to read and write the Hiragana, which is the language for the Japanese alphabet. We also learned how to phrase a sentence into a question, such as, “Is this X?” and “What is Y?”
How was the lesson structured?
The lesson on this day was designed specifically to encourage my students to learn how to act like Japanese people do. I usually use TPR for a few sessions at the beginning of a semester, and the communicative method throughout the semester. All conversation between a teacher (me) and students are conducted in Japanese within a natural conversation, excepting while I was explaining new grammar for the day in English. Students are often provided scenarios and contexts for acting out situations, which allows them to be very imaginative. As for materials, we use Genki, a Japanese textbook, and me for direction. Since we do not have Japanese native speakers in my class, besides me, it is very important for them to listen to what and how I speak and internalize them. They are required to memorize an assigned dialogue before class, so that they can communicate with classmates and utilize the vocabulary they have learned. So far, it seems to be appropriate and suit their level of Japanese language instruction. Before I let them practice with their classmates, I usually verbally use the dialogue in a certain context first. They can then see when they need to use the dialogue, how they start and end conversations, and how accent and intonation of certain words sound.
How did the second language learners react and interact?
Every time I teach something in class, my student’s attitudes and reactions are very positive, and that makes me happy to be their teacher. My student’s laugh if their classmates and I say something funny, they ask me questions if they do not understand me, and listen to me whenever I ask them to do so. I saw their hesitation to speak in Japanese in front of the classroom when they were not provided enough time to practice with their classmates. Since then, I try to take enough time to allow them to practice in pairs or groups.
Community
What evidence of community in terms of the second language learner did you observe?
I always try to make my class relaxing and enjoyable, so that my students will not feel too much stress or anxiety when speaking in Japanese. This is reflected in every session that we have. Students are continually willing to speak more in class because of this.
What is required to become a member of this classroom or learning environment?
Anybody who is interested in the Japanese language and culture can become a member of my class. I sometimes have guest speakers from upper level Japanese language classes and native speakers as well. Some of my students have learned Japanese and continued on to travel, teach English, and even live in Japan.
Ethnographic perspective
What events occurred during your observation?
The class started with me returning and collecting assignments through a short conversation. Due to the varying forms of speaking styles in the Japanese language, students are required to speak differently, or in a more polite manner, when speaking to the teacher rather than speaking to their classmates. I do not allow my students to not response or to speak frankly with me, because that is not how Japanese people act. They can speak in English while we are working on new grammar, but once we start on ACT (actually speaking), they are required to speak in Japanese. They came to class with an assigned dialogue they were to memorize, but I had understood some of them would have come to class without doing the assignment at all or partially. To help those students in class I tried to use the dialogue as many times as possible in context, so that they can listen, internalize, and produce. When students could not produce words or sentences, I always asked other students to give them hints, so that they can continue the conversation. It is important for language learners, not the teacher, to use the language.
What can an observer see if they entered the classroom at this particular time?
An observer entering this classroom would be able to see that the students are actively communicating with each other and a teacher is guiding them. While students are talking with classmates, I walk around to see how good they are doing and to answer any questions they may ask me. Students interact with the each other and also with me. They are willing to speak up in front of other students, so the atmosphere in my class is fun and enthusiastic. As for the room itself, it is difficult to have my classroom decorated with materials related with the Japanese language, because a lot of different classes use the same classroom.
What evidence of acceptance and welcome would a second language learner see?
I hope my students feel accepted and welcomed. I am a little bit worried about this, because I have too many students this semester (totally 60 students), and all their names and faces do not match yet (almost!). I’m still in the process of remembering all of their names and faces. However, in class, I try to smile all the time, and to show respect for their participation.
Classroom Information
•Japanese 1010-02 (Beginner)
•Every Tuesday & Thursday, from 2:40 to 4:05 (85 mins)
•Total - 30 students including 18 males and 12 females
Teaching
What was the purpose of the lesson?
The purpose of the lesson was to be able to do self-introduction, have conversations regarding time, and to read and write the Hiragana, which is the language for the Japanese alphabet. We also learned how to phrase a sentence into a question, such as, “Is this X?” and “What is Y?”
How was the lesson structured?
The lesson on this day was designed specifically to encourage my students to learn how to act like Japanese people do. I usually use TPR for a few sessions at the beginning of a semester, and the communicative method throughout the semester. All conversation between a teacher (me) and students are conducted in Japanese within a natural conversation, excepting while I was explaining new grammar for the day in English. Students are often provided scenarios and contexts for acting out situations, which allows them to be very imaginative. As for materials, we use Genki, a Japanese textbook, and me for direction. Since we do not have Japanese native speakers in my class, besides me, it is very important for them to listen to what and how I speak and internalize them. They are required to memorize an assigned dialogue before class, so that they can communicate with classmates and utilize the vocabulary they have learned. So far, it seems to be appropriate and suit their level of Japanese language instruction. Before I let them practice with their classmates, I usually verbally use the dialogue in a certain context first. They can then see when they need to use the dialogue, how they start and end conversations, and how accent and intonation of certain words sound.
How did the second language learners react and interact?
Every time I teach something in class, my student’s attitudes and reactions are very positive, and that makes me happy to be their teacher. My student’s laugh if their classmates and I say something funny, they ask me questions if they do not understand me, and listen to me whenever I ask them to do so. I saw their hesitation to speak in Japanese in front of the classroom when they were not provided enough time to practice with their classmates. Since then, I try to take enough time to allow them to practice in pairs or groups.
Community
What evidence of community in terms of the second language learner did you observe?
I always try to make my class relaxing and enjoyable, so that my students will not feel too much stress or anxiety when speaking in Japanese. This is reflected in every session that we have. Students are continually willing to speak more in class because of this.
What is required to become a member of this classroom or learning environment?
Anybody who is interested in the Japanese language and culture can become a member of my class. I sometimes have guest speakers from upper level Japanese language classes and native speakers as well. Some of my students have learned Japanese and continued on to travel, teach English, and even live in Japan.
Ethnographic perspective
What events occurred during your observation?
The class started with me returning and collecting assignments through a short conversation. Due to the varying forms of speaking styles in the Japanese language, students are required to speak differently, or in a more polite manner, when speaking to the teacher rather than speaking to their classmates. I do not allow my students to not response or to speak frankly with me, because that is not how Japanese people act. They can speak in English while we are working on new grammar, but once we start on ACT (actually speaking), they are required to speak in Japanese. They came to class with an assigned dialogue they were to memorize, but I had understood some of them would have come to class without doing the assignment at all or partially. To help those students in class I tried to use the dialogue as many times as possible in context, so that they can listen, internalize, and produce. When students could not produce words or sentences, I always asked other students to give them hints, so that they can continue the conversation. It is important for language learners, not the teacher, to use the language.
What can an observer see if they entered the classroom at this particular time?
An observer entering this classroom would be able to see that the students are actively communicating with each other and a teacher is guiding them. While students are talking with classmates, I walk around to see how good they are doing and to answer any questions they may ask me. Students interact with the each other and also with me. They are willing to speak up in front of other students, so the atmosphere in my class is fun and enthusiastic. As for the room itself, it is difficult to have my classroom decorated with materials related with the Japanese language, because a lot of different classes use the same classroom.
What evidence of acceptance and welcome would a second language learner see?
I hope my students feel accepted and welcomed. I am a little bit worried about this, because I have too many students this semester (totally 60 students), and all their names and faces do not match yet (almost!). I’m still in the process of remembering all of their names and faces. However, in class, I try to smile all the time, and to show respect for their participation.
Tuesday, September 14, 2010
Multicultural Education
In the United States, the number of immigrants has been rapidly increasing. In classrooms, you will see students from other parts of the world, such as Asia, Africa, and Europe in addition to those who are originally from America. This has made the modern classroom very diverse. Some may come from countries where they practice similar customs and cultures with those of America. However, there are many things, such as how they think and what they believe, varying from country to country. So when you meet someone from another country, what will you do? How will you feel?
Multicultural education has a significant role in classroom settings in order to answer those questions. It enables teachers to expose students to different values and provides them opportunities to get to know what they haven’t seen before. Through multicultural education, students can learn how to respect people, culture, and values of other countries. I believe that people who are interested into different cultures are very open-minded and welcoming. They are all ready to listen to others, accept different way of thoughts, and do not measure other’s customs and cultures with their own values (although they still compare). All of us should know that there are things that we can not measure with what we believe.
I’m originally from Japan. So let’s say, Japan is mono-cultural, which is opposite of multicultural. Is this true? No, I don’t think so. Japan has been importing many different things from all over the world and has shared many similarities with other countries, such as China and Korea. Even though we have fewer immigrants from other countries, compared to the number of immigrants in the United States, there are many foreigners who practice different customs and cultures. You will see many ethnic restaurants and religious buildings such as churches, shrines, and temples. It has become common to have students from other countries in classrooms compared to older generations as well. When I was a student teacher at a junior high school for a month, for teaching training, I had a girl who was born in Japan but her father was from England. I also had a non-Japanese native speaker who was originally from Brazil. Their classmates were very curious when we had them present their place of origin in a geography session. Students love to know new things, and multi-cultural education can show them how to communicate with other cultures.
If you have students from other countries, you are lucky. Your students are already exposed to different cultures and values, and experience it by communicating with those students from other countries. What should you do if you have none? You may want to invite a guest speaker for your students, or you can give your students a project to research other countries and cultures. It could be interesting and knowledgeable for your students to learn things related to immigrants within the United States as well. Due to the difference of values, however, students won’t understand the unique traditions and customs of other countries. Teachers should explain to them that there are no correct answers when it comes to the way a person lives their own life. That’s what multicultural education is.
Multicultural education has a significant role in classroom settings in order to answer those questions. It enables teachers to expose students to different values and provides them opportunities to get to know what they haven’t seen before. Through multicultural education, students can learn how to respect people, culture, and values of other countries. I believe that people who are interested into different cultures are very open-minded and welcoming. They are all ready to listen to others, accept different way of thoughts, and do not measure other’s customs and cultures with their own values (although they still compare). All of us should know that there are things that we can not measure with what we believe.
I’m originally from Japan. So let’s say, Japan is mono-cultural, which is opposite of multicultural. Is this true? No, I don’t think so. Japan has been importing many different things from all over the world and has shared many similarities with other countries, such as China and Korea. Even though we have fewer immigrants from other countries, compared to the number of immigrants in the United States, there are many foreigners who practice different customs and cultures. You will see many ethnic restaurants and religious buildings such as churches, shrines, and temples. It has become common to have students from other countries in classrooms compared to older generations as well. When I was a student teacher at a junior high school for a month, for teaching training, I had a girl who was born in Japan but her father was from England. I also had a non-Japanese native speaker who was originally from Brazil. Their classmates were very curious when we had them present their place of origin in a geography session. Students love to know new things, and multi-cultural education can show them how to communicate with other cultures.
If you have students from other countries, you are lucky. Your students are already exposed to different cultures and values, and experience it by communicating with those students from other countries. What should you do if you have none? You may want to invite a guest speaker for your students, or you can give your students a project to research other countries and cultures. It could be interesting and knowledgeable for your students to learn things related to immigrants within the United States as well. Due to the difference of values, however, students won’t understand the unique traditions and customs of other countries. Teachers should explain to them that there are no correct answers when it comes to the way a person lives their own life. That’s what multicultural education is.
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