Oh my… the semester is almost over! It is unbelievable that I have taken 4 courses this semester. I thought I would not be able to survive at all. Thanks to my classmates who worked with me and other friends who helped me with my English, I managed to get through it all. After this semester I only have one more class, which is a linguistics class, and it will surely kill me. I must complete this course in order to receive my Master degree. This course was very hard, but, I honestly can say that I have learned a lot. None of the classes I have taken are a waste of my time. I have accumulated a lot of teaching materials that I can use in my class, both for Japanese learners and English learners. I really appreciate the difficulty of this course, but it surely provided me a chance to improve my teaching practice.
Unfortunately, I do not have a license to teach anywhere in the United States. Before I came here, I had never thought about staying in the states for a while after graduation, so I do not have a licensure path either. However, I would like to try to transfer my Japanese national license in English subjects into a TN one, so that I may be able to teach here.
I have taught the Japanese language at MTSU for 3 semesters, and it has been very interesting. I love all of my students. They are all different, but all of them showed passion when it came to learn the Japanese culture and the language. Their questions made me think about whom I am and what I have as a Japanese person. I wish all of my students were learning the language in Japan, so that they can make more use of it though.
For one of the course requirement, I made a Wiki page for ESL professionals and teaching materials. Actually, I honestly do not like the Wiki because it often messed up my work. It sometimes took me more than 2 hours to edit it causing me frustration. I haven’t used my Wiki pages in my class for my students because it is for ESL, but I may redesign the site for other Japanese learners, so that they can have access to a lot of useful information regarding the Japanese culture and language.
Even though this course was for ESL add-on, I worked with my Japanese learners so that I could make use of obtained information in order to improve my teaching practice. I surely learned a lot and sometimes applied the materials, such as writing prompts, to my Japanese class. It seemed very successful for both my students and me, because the students had more detailed directions to follow. I am so glad that I took this course and other related courses that allowed me to acquire different materials that I can use in class. .
Since I worked with my Japanese learners, it is a bit hard to give advice to an ESL teacher. But as an ESL learners myself, I want to tell you that those students are having difficulty fitting into a new environment. When I studied abroad for the first time in America, I was culture shocked and had a hard time in adjusting myself to a new school. Many students do not come here to study abroad, so it would be a lot different from my situation. However, if they have at least one person who understands and listens to them, they can feel at home. I’m sure that, as I am enjoying teaching the Japanese language to my students, you will enjoy teaching your students as well because they are very adorable and unique.
Thursday, December 2, 2010
Literature Circle
For one of the course requirements, I implemented a literature circle, which is a discussion-related reading practice. I implemented the activity in my Japanese class where I have been working on my previous course requirements as well. In conclusion, I would say it was unsuccessful, unfortunately. There are a few possible reasons for the results that the experiment produced. First, their Japanese skill was too underdeveloped to read something consisting of new vocabulary and new grammar. Second, there was not enough time to implement the literature circle thoroughly. However, I believe it would be very helpful in teaching English when I go back to Japan. The students in traditional English class in Japan focus more on grammar, not on the content of the story. Using a Literature circle can be facilitated to develop students’ reading skill.
Yes, it was unsuccessful to implement a literature circle with my students who are taking Japanese as a second language. Students didn’t know what to do, because there were too many words and grammar they didn’t know even though the book is for lower level beginners. It seems very hard for them even when it came to skimming and scanning the text. However, the context and pictures of the story helped my students in knowing what was actually taking place. One of their favorite topics that they enjoyed was learning about Sushi, their most well-known and favorite Japanese food.
Discussing their knowledge on Sushi in the pre-reading activity was helpful in building further understanding towards Japanese cultural aspect. All of them knew what sushi was, but actually one of them had never had it before, so the material itself was very interesting for them as well. As students read and discussed, they became more interested in the reading. Through discussion, however, I doubt if their reading comprehension was well developed due to the difficulty of the material.
I’m sure that I will use a literature circle in my class in the future, but not for my Japanese students. Because of their proficiency level, reading is still too difficult and boring. There are too many things that they do not know while reading without feeling a burden. However, it will be very effective for higher lever Japanese students, who may be over the 2000 level. Even though we do not offer reading/writing classes, I would like to try to let them read a text and discuss the material.
In order to repeat the literature circle, I need to consider my understanding of the literature circle, first. This time, I was still trying to figure out how to implement this method correctly while actually putting it into effect with my students. If I will use the literature circle for my Japanese 1010 class, I would change the material a lot in order for them to easily comprehend it. I will definitely try the same literature circle for my intermediate or advance students to see how the results turn out if I have a chance to teach a different class.
A Literature circle method seems to be a very effective way for teachers and students to have discussions about the material. Teachers should consider incorporating a literature circle in their regular classroom. In this case, teachers need to carefully choose literature that students are interested in reading and discussing. As least, the level of the literature should be at the same level as the students’ proficiency, or a little bit more challenging. I’m sure they will like it!!
Yes, it was unsuccessful to implement a literature circle with my students who are taking Japanese as a second language. Students didn’t know what to do, because there were too many words and grammar they didn’t know even though the book is for lower level beginners. It seems very hard for them even when it came to skimming and scanning the text. However, the context and pictures of the story helped my students in knowing what was actually taking place. One of their favorite topics that they enjoyed was learning about Sushi, their most well-known and favorite Japanese food.
Discussing their knowledge on Sushi in the pre-reading activity was helpful in building further understanding towards Japanese cultural aspect. All of them knew what sushi was, but actually one of them had never had it before, so the material itself was very interesting for them as well. As students read and discussed, they became more interested in the reading. Through discussion, however, I doubt if their reading comprehension was well developed due to the difficulty of the material.
I’m sure that I will use a literature circle in my class in the future, but not for my Japanese students. Because of their proficiency level, reading is still too difficult and boring. There are too many things that they do not know while reading without feeling a burden. However, it will be very effective for higher lever Japanese students, who may be over the 2000 level. Even though we do not offer reading/writing classes, I would like to try to let them read a text and discuss the material.
In order to repeat the literature circle, I need to consider my understanding of the literature circle, first. This time, I was still trying to figure out how to implement this method correctly while actually putting it into effect with my students. If I will use the literature circle for my Japanese 1010 class, I would change the material a lot in order for them to easily comprehend it. I will definitely try the same literature circle for my intermediate or advance students to see how the results turn out if I have a chance to teach a different class.
A Literature circle method seems to be a very effective way for teachers and students to have discussions about the material. Teachers should consider incorporating a literature circle in their regular classroom. In this case, teachers need to carefully choose literature that students are interested in reading and discussing. As least, the level of the literature should be at the same level as the students’ proficiency, or a little bit more challenging. I’m sure they will like it!!
Wednesday, October 27, 2010
Ethnographic Case Study
Overall, I really enjoyed doing the case study and narrative with my students of the Japanese language. In the case of university level class, relationship between a teacher and a student tends to be distant, compared to that in elementary and secondary. University teachers usually do not have a lot of personal information of their students. Through this case study, I could see many aspects of my students, such as how my students have grown up, how they feel, and what they like. Even though the student I chose to observe was the same student that I talked to for the previous interview, there were still many to be learned about the student. I always enjoy observing class and communicate with students.
The student who I observed for case study and had an interview for my ethnographic narrative was the same student I talked to for previous interview. She is a very studious student who is always willing to help me with assisting my other students. I have almost 30 students in my Japanese 1010 class, which can be considered too many for elementary level language class. It is very hard to correct all errors students made all by myself during class activity. I have never asked her to help other classmates while they are working on an activity, but she provides a cue and corrects pronunciation of other students. It may be because she likes learning languages. She has been studying French, German, and Japanese, and wants to be a translator for those languages. Her brothers are also learning languages. Because of her environment, she is very motivated to learn and helpful.
Case study was very helpful for me to get to know more about specific environment and people. If I did not conduct case study for this assignment, I would not know much about her, such as what she likes, who she likes in a family, where she lives, and so on. I could learn about her strengths and taught me how I can foster them. Another reason why case study is applicable is that teachers or/and observer can see students who are behaving as usual. They do not need to let those students know about observation undertaking. Of course, teachers should watch each student all the time in class, but observation can allow teachers to focus on what they are looking for through the observation. You cannot take action to improve your practice or resolve problems unless you know what is wrong with it.
I also conducted an interview for ethnographic narrative with the student after the case study on the same day. I really enjoyed talking with her, because she seemed she was having fun with talking to me about herself. It is very important for teachers to know what kind of environment students are living in, so that they can understand the students more. The student I talked with has a mother who has physical disability who always needs a help. She loves spending time with her because her mother is very interesting for her. Her twin younger brothers also motivate her to learn languages. All of them are learning Japanese at college. (Yes, I was so happy when I heard that!! :))
It is always hard to deal with a student who has better comprehension and proficiency of the target language than other students. The student I observed had a higher level of understanding of the Japanese language. During my observation, grammatical mistakes were rarely seen while she was speaking, but because of her higher Japanese proficiency, the tasks provided seemed to be too easy and not challenging enough for her. In order to keep the student from boredom or becoming unmotivated in class, I should consider how I can utilize her Japanese ability at the same time as helping other students. The tasks we currently do in class seem to be too easy and boring for her. I always have a conflict inside me to meet her needs over other students’ Japanese proficiency. As a language teacher, I need to take other students Japanese proficiency into consideration of what kinds of and how activities should be done. In order to utilize her Japanese proficiency, I can ask her to correct other students with me during activities, and/or provide her extra work to complete after her classroom activities have been completed. These actions will make her a stronger Japanese speaker, as well as aid the students in my class with someone who understands the difficulties of learning a language for the first time.
The student who I observed for case study and had an interview for my ethnographic narrative was the same student I talked to for previous interview. She is a very studious student who is always willing to help me with assisting my other students. I have almost 30 students in my Japanese 1010 class, which can be considered too many for elementary level language class. It is very hard to correct all errors students made all by myself during class activity. I have never asked her to help other classmates while they are working on an activity, but she provides a cue and corrects pronunciation of other students. It may be because she likes learning languages. She has been studying French, German, and Japanese, and wants to be a translator for those languages. Her brothers are also learning languages. Because of her environment, she is very motivated to learn and helpful.
Case study was very helpful for me to get to know more about specific environment and people. If I did not conduct case study for this assignment, I would not know much about her, such as what she likes, who she likes in a family, where she lives, and so on. I could learn about her strengths and taught me how I can foster them. Another reason why case study is applicable is that teachers or/and observer can see students who are behaving as usual. They do not need to let those students know about observation undertaking. Of course, teachers should watch each student all the time in class, but observation can allow teachers to focus on what they are looking for through the observation. You cannot take action to improve your practice or resolve problems unless you know what is wrong with it.
I also conducted an interview for ethnographic narrative with the student after the case study on the same day. I really enjoyed talking with her, because she seemed she was having fun with talking to me about herself. It is very important for teachers to know what kind of environment students are living in, so that they can understand the students more. The student I talked with has a mother who has physical disability who always needs a help. She loves spending time with her because her mother is very interesting for her. Her twin younger brothers also motivate her to learn languages. All of them are learning Japanese at college. (Yes, I was so happy when I heard that!! :))
It is always hard to deal with a student who has better comprehension and proficiency of the target language than other students. The student I observed had a higher level of understanding of the Japanese language. During my observation, grammatical mistakes were rarely seen while she was speaking, but because of her higher Japanese proficiency, the tasks provided seemed to be too easy and not challenging enough for her. In order to keep the student from boredom or becoming unmotivated in class, I should consider how I can utilize her Japanese ability at the same time as helping other students. The tasks we currently do in class seem to be too easy and boring for her. I always have a conflict inside me to meet her needs over other students’ Japanese proficiency. As a language teacher, I need to take other students Japanese proficiency into consideration of what kinds of and how activities should be done. In order to utilize her Japanese proficiency, I can ask her to correct other students with me during activities, and/or provide her extra work to complete after her classroom activities have been completed. These actions will make her a stronger Japanese speaker, as well as aid the students in my class with someone who understands the difficulties of learning a language for the first time.
Wednesday, October 13, 2010
Field note of Action Research
General thoughts on Action Research
I like action research even though I have never heard about action research until taking an action research course at graduate school. According to Craig (2009), action research is “common methodology employed for improving conditions and practice in classrooms and in other practitioner-based environments such as administrative, leadership, social, and community settings.” The research is conducted in the environment that a teacher can involve as a practitioner and researcher. Teachers are required to take an active role in the environment being studied because it is considered a field-intensive process. As a language teacher myself, there are many problems and concerns that I have in my class. It allows researchers (teachers) to examine problems, reflect findings, and apply them to improve their practice, and even the process of the research can be utilized for teaching development. Teachers do not need to focus on research, but on students and their practice. I do not have a lot of time to try other research methods, but action research is very time-efficient, researcher-friendly and directly related to teacher’s practice.
Ideas as a result of my action research
The action research I conducted was to see how Japanese teachers can improve their practice when teaching characters (Hiragana & Katakana). Due to the complexity of the Japanese language writing system, it has been a big burden on my students to memorize those characters in such a short period of time. Since my classes have already been finishing the Hiragana, only will my study now focus on how to study the Katakana. As a result of my action research, I found that taking time for students to practice in class and review each other works was very effective. I still need to research what kind of assignments and class activities can be utilized though. When we are doing Hiragana, I used matching game for 20 minutes at the end of class, which rules were students finding a card of hiragana with the same hiragana read by me. I didn’t use the same game this time, but instead, I did dictations in order for my students to get used to the sounds of the Japanese. I felt like fun games with more interaction would be able to encourage my students more.
Suggestions based on my findings
When I was studying the English alphabet at junior high school, it was such a pain to be quiet with having anything to do, because I’d already known all of them. While my classmates were practicing and completing charts or any works, I was waiting after completed them quickly. The same things are always been able to seen in my classroom. Some students can finish their work very quickly because they are already familiar with the materials while other students are still working on. Thus, teachers have better prepare extra works for those students. Actually, I tried before, providing extra work for students who finished the Hiragana chart quickly. It was a pair work, so they could interact and teach each other. Motivating students to complete their homework.
I like action research even though I have never heard about action research until taking an action research course at graduate school. According to Craig (2009), action research is “common methodology employed for improving conditions and practice in classrooms and in other practitioner-based environments such as administrative, leadership, social, and community settings.” The research is conducted in the environment that a teacher can involve as a practitioner and researcher. Teachers are required to take an active role in the environment being studied because it is considered a field-intensive process. As a language teacher myself, there are many problems and concerns that I have in my class. It allows researchers (teachers) to examine problems, reflect findings, and apply them to improve their practice, and even the process of the research can be utilized for teaching development. Teachers do not need to focus on research, but on students and their practice. I do not have a lot of time to try other research methods, but action research is very time-efficient, researcher-friendly and directly related to teacher’s practice.
Ideas as a result of my action research
The action research I conducted was to see how Japanese teachers can improve their practice when teaching characters (Hiragana & Katakana). Due to the complexity of the Japanese language writing system, it has been a big burden on my students to memorize those characters in such a short period of time. Since my classes have already been finishing the Hiragana, only will my study now focus on how to study the Katakana. As a result of my action research, I found that taking time for students to practice in class and review each other works was very effective. I still need to research what kind of assignments and class activities can be utilized though. When we are doing Hiragana, I used matching game for 20 minutes at the end of class, which rules were students finding a card of hiragana with the same hiragana read by me. I didn’t use the same game this time, but instead, I did dictations in order for my students to get used to the sounds of the Japanese. I felt like fun games with more interaction would be able to encourage my students more.
Suggestions based on my findings
When I was studying the English alphabet at junior high school, it was such a pain to be quiet with having anything to do, because I’d already known all of them. While my classmates were practicing and completing charts or any works, I was waiting after completed them quickly. The same things are always been able to seen in my classroom. Some students can finish their work very quickly because they are already familiar with the materials while other students are still working on. Thus, teachers have better prepare extra works for those students. Actually, I tried before, providing extra work for students who finished the Hiragana chart quickly. It was a pair work, so they could interact and teach each other. Motivating students to complete their homework.
Wednesday, October 6, 2010
A Factor impacting on Education
Thinking back to my own school years, I was very fortunate to have received a high quality education. Even though more than 90 percents of all graduates of junior high school progress to high school in Japan, it is not required to go to high school and college. After graduated from public primary and junior high school, I entered a private high school and college, which cost more than double of how much it costs other public schools. Moreover, I studied abroad twice for a month without a scholarship when I was a high school student and once for 10 months when I was in college. I’m sure that my parents (especially my father) worked very hard to send me to private schools in Japan along with my brother who went to a private high school and college as well.
In order to receive a high quality education, a person needs money in the United States as well as Japan. However, I can see a difference between these two countries, which is financial aid. There are a lot of opportunities for American students to continue their education in the United State by receiving financial aids or/and scholarships. Thanks to those scholarships, I also can continue my studies in the United States as a graduate assistant. I am sure we do have scholarships and a financial aid system in Japan, but people are not familiar with it.
It seems that the payment that educators receive is one of the largest problems in an educated society as well. In Japan, there are a lot of discussions about the amount of payments teachers are to receive. Some people in Japan say that teachers hired by the government get paid too much compared to office workers or other teachers teaching at private schools. This would be the case if teachers were paid based on how long they stayed in their classrooms or at school, but teachers have extra work that needs to be done outside of the classroom that they are never compensated for. Public teachers in Japan don’t get paid for the outside work they do along with their classroom, such as coaching club activities. Teachers cannot concentrate just on teaching, but on other activities related to school. So, considering those extra works that teachers put in, they should be paid enough to live stable lives.
Because money spent on school and payments for teachers comes from taxes, tax payers have the right to observe how they are used. To develop better environments for children’s education, reforming or/and establishing new schools may be important, but governments should make a well-developed plan to make it successful without wasting money. When I read one article, Green School Doesn’t Make the Grade, I thought it was a good idea as long as it meets the goals set by the government. It becomes a problem when it does not show the results people expect. Why do people get mad at the Government? It is because they cannot utilize our money to promote growth for the sake of good.
I believe that education is the base of all societies. A Strong education program can only help further develop our country. Teachers should be paid according to their work load and activities, and all children should be allowed equal opportunities to learn at schools with a higher quality of education taught by certified teachers.
In order to receive a high quality education, a person needs money in the United States as well as Japan. However, I can see a difference between these two countries, which is financial aid. There are a lot of opportunities for American students to continue their education in the United State by receiving financial aids or/and scholarships. Thanks to those scholarships, I also can continue my studies in the United States as a graduate assistant. I am sure we do have scholarships and a financial aid system in Japan, but people are not familiar with it.
It seems that the payment that educators receive is one of the largest problems in an educated society as well. In Japan, there are a lot of discussions about the amount of payments teachers are to receive. Some people in Japan say that teachers hired by the government get paid too much compared to office workers or other teachers teaching at private schools. This would be the case if teachers were paid based on how long they stayed in their classrooms or at school, but teachers have extra work that needs to be done outside of the classroom that they are never compensated for. Public teachers in Japan don’t get paid for the outside work they do along with their classroom, such as coaching club activities. Teachers cannot concentrate just on teaching, but on other activities related to school. So, considering those extra works that teachers put in, they should be paid enough to live stable lives.
Because money spent on school and payments for teachers comes from taxes, tax payers have the right to observe how they are used. To develop better environments for children’s education, reforming or/and establishing new schools may be important, but governments should make a well-developed plan to make it successful without wasting money. When I read one article, Green School Doesn’t Make the Grade, I thought it was a good idea as long as it meets the goals set by the government. It becomes a problem when it does not show the results people expect. Why do people get mad at the Government? It is because they cannot utilize our money to promote growth for the sake of good.
I believe that education is the base of all societies. A Strong education program can only help further develop our country. Teachers should be paid according to their work load and activities, and all children should be allowed equal opportunities to learn at schools with a higher quality of education taught by certified teachers.
Tuesday, October 5, 2010
Multiculturalism in Schools
The education that I received in Japan, and the systems they worked off of, is a bit different from the school system in the United States. However, I am sure that the school structure and curriculum have been gradually changing in Japan since I was in elementary and secondary school. When I think about my elementary and secondary school years, however, I really do not remember if multiculturalism and diversity were really integrated into the curriculum and school structure. We did not have minorities or even an ESL class (well, we had English language as foreign language at secondary school that every student was required to take). What I can remember about multicultural education was through learning about world geography, but students usually listened to the lecture passively which not promote discussions to develop multiculturalism.
There were a lot of classes offered related to other countries at my university as well, but they were not mandatory. The courses that I was required to take for my major were all English language classes, since my university was foreign language school, so students did not need to take any culture related courses, such as “Study on American Culture (I don’t know how I can translate the course name right).” So when it comes to multicultural education, it seems better not to study in Japan, but in other countries, such as the United States. However, since my university received numerous students from all over the world (The large number of international students made my college one of the most diverse in Japan), a lot of students who were passionate to learn other cultures had many opportunities to interact with them.
One of the required reading materials, Multiculturalism in School Curriculum, written by Waxler, was very interesting to read and it made me think about how I should integrate multiculturalism in school. He said that we can teach a variety of perspectives and cultures on a given curriculum in a student-centered classroom that inspires active learning and also increases standardized test scores. I strongly agree with multicultural education because our society becomes more global, and the changes should be reflected and integrated into the curriculum and school structure, but not left separated. However, I was very surprised when I first came to the United States and realized that there were a lot of American nationals who do not know world geography and history, but are familiar with American history. Considering Japanese people have a lack of nationalism, I think it is good thing to know about ones own country, even though multicultural education has been brought into schools. Multiculturalism is ideal for promoting understanding and respect for other cultures and people, but we need to be careful and thoughtful about how we integrate this into our education.
There were a lot of classes offered related to other countries at my university as well, but they were not mandatory. The courses that I was required to take for my major were all English language classes, since my university was foreign language school, so students did not need to take any culture related courses, such as “Study on American Culture (I don’t know how I can translate the course name right).” So when it comes to multicultural education, it seems better not to study in Japan, but in other countries, such as the United States. However, since my university received numerous students from all over the world (The large number of international students made my college one of the most diverse in Japan), a lot of students who were passionate to learn other cultures had many opportunities to interact with them.
One of the required reading materials, Multiculturalism in School Curriculum, written by Waxler, was very interesting to read and it made me think about how I should integrate multiculturalism in school. He said that we can teach a variety of perspectives and cultures on a given curriculum in a student-centered classroom that inspires active learning and also increases standardized test scores. I strongly agree with multicultural education because our society becomes more global, and the changes should be reflected and integrated into the curriculum and school structure, but not left separated. However, I was very surprised when I first came to the United States and realized that there were a lot of American nationals who do not know world geography and history, but are familiar with American history. Considering Japanese people have a lack of nationalism, I think it is good thing to know about ones own country, even though multicultural education has been brought into schools. Multiculturalism is ideal for promoting understanding and respect for other cultures and people, but we need to be careful and thoughtful about how we integrate this into our education.
Thursday, September 30, 2010
Say “NO” to Multiculturalism?
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.
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.
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.
Tuesday, July 6, 2010
Teaching Methods and Materials
I was a high school student when I started thinking about becoming an English teacher.
My training for becoming a teacher began during junior high school, which was very different from my initial expectations of what this subject entailed.
I had never written teaching plans or taught before, besides teaching at a cram school.
I put a lot of pressure on myself while teaching English.
There is no doubt that I had no confidence in my teaching abilities after my graduation
MTSU is a good place to study.
I have been able to learn more practically, without wasting my time like I did at my college in Japan; though it was much hard than I expected to teach Japanese and to study for my major at the same time.
There are a lot of new ideas I had never thought of when I was teaching English in Japan.
Various reading activities to develop student’s literacy.
It is a bit difficult to say what methods will work for students in Japan until I try them out, but I am sure that the majority of them will work.
I especially like the anticipatory guide for building backgrounds for reading materials.
Everything that I have learned in this class will not necessarily be of use to me when teaching English education in Japan,
I can, at least, give my students the opportunities to positively participate in class activities.
For those who will learn teaching methods in the future, I would like you to try as many methods as possible.
Moreover, learning these processes step by step is also very important.
You cannot absorb everything at one time.
I am taking only one class right now, but I feel like I have learned much more in this one class than any of my other classes.
I feel like I can teach more effectively in my future classes.
If you are not an English native speaker, learning teaching methods and materials will help you.
That is how I have felt throughout the semester in this class.
英語の先生になりたいなと思い始めたのが高校のとき。
大学に入って免許のための授業を取り始めたけれど、
中学校での教育実習はとても大変だった。
それまで授業案もあまり書いたことなかったし、
実際に教壇にたったのは塾でのバイト。
プレッシャーは半端なかった。
無事に免許は取れたけど教えることに自信はなかった。
MTSUに来て本当によかったと思う。
私が履修してきた授業でより実践的なことを学べたから。
少なくとも大学にいたときのような無駄な時間のすごし方はしていない。
日本語を教えながら自分の学位の勉強をすることを多少甘く見ていたけど、
とてもいい経験になっていると思う。
高校で英語を教えていたときには思いつかなかったアイデアがたくさんあったし。
読解力向上のためのリーディングの方法や、リーディングアクティビティ。
私の英語の学生に何が効くかっていうのは難しいけど…。
アンティシパトリーガイドなんて特に役立つと思う。
読む前に背景知識があるのとないとでは全然違うから。
ここで学んだことが全て日本の英語教育に生かせるわけではないけれど、
少なくとも生徒がより積極的にクラスに参加できるきっかけが与えられると思う。
これから英語教育について学ぶ人。
ぜひ、色々な教授法に触れてもらいたい。
それから焦らないでゆっくり進んで。
いっぺんにたくさんのことは吸収できない。
今私が取ってるクラスはひとつだけだけど、
今までの授業より学んだ感がすごくある。
次に生かせれる気がする。（だけじゃだめなんだけど。）
私は英語話者じゃないから教授法や教材で穴を埋めればいい。
そんな風に考えられるようになったかな。
My training for becoming a teacher began during junior high school, which was very different from my initial expectations of what this subject entailed.
I had never written teaching plans or taught before, besides teaching at a cram school.
I put a lot of pressure on myself while teaching English.
There is no doubt that I had no confidence in my teaching abilities after my graduation
MTSU is a good place to study.
I have been able to learn more practically, without wasting my time like I did at my college in Japan; though it was much hard than I expected to teach Japanese and to study for my major at the same time.
There are a lot of new ideas I had never thought of when I was teaching English in Japan.
Various reading activities to develop student’s literacy.
It is a bit difficult to say what methods will work for students in Japan until I try them out, but I am sure that the majority of them will work.
I especially like the anticipatory guide for building backgrounds for reading materials.
Everything that I have learned in this class will not necessarily be of use to me when teaching English education in Japan,
I can, at least, give my students the opportunities to positively participate in class activities.
For those who will learn teaching methods in the future, I would like you to try as many methods as possible.
Moreover, learning these processes step by step is also very important.
You cannot absorb everything at one time.
I am taking only one class right now, but I feel like I have learned much more in this one class than any of my other classes.
I feel like I can teach more effectively in my future classes.
If you are not an English native speaker, learning teaching methods and materials will help you.
That is how I have felt throughout the semester in this class.
英語の先生になりたいなと思い始めたのが高校のとき。
大学に入って免許のための授業を取り始めたけれど、
中学校での教育実習はとても大変だった。
それまで授業案もあまり書いたことなかったし、
実際に教壇にたったのは塾でのバイト。
プレッシャーは半端なかった。
無事に免許は取れたけど教えることに自信はなかった。
MTSUに来て本当によかったと思う。
私が履修してきた授業でより実践的なことを学べたから。
少なくとも大学にいたときのような無駄な時間のすごし方はしていない。
日本語を教えながら自分の学位の勉強をすることを多少甘く見ていたけど、
とてもいい経験になっていると思う。
高校で英語を教えていたときには思いつかなかったアイデアがたくさんあったし。
読解力向上のためのリーディングの方法や、リーディングアクティビティ。
私の英語の学生に何が効くかっていうのは難しいけど…。
アンティシパトリーガイドなんて特に役立つと思う。
読む前に背景知識があるのとないとでは全然違うから。
ここで学んだことが全て日本の英語教育に生かせるわけではないけれど、
少なくとも生徒がより積極的にクラスに参加できるきっかけが与えられると思う。
これから英語教育について学ぶ人。
ぜひ、色々な教授法に触れてもらいたい。
それから焦らないでゆっくり進んで。
いっぺんにたくさんのことは吸収できない。
今私が取ってるクラスはひとつだけだけど、
今までの授業より学んだ感がすごくある。
次に生かせれる気がする。（だけじゃだめなんだけど。）
私は英語話者じゃないから教授法や教材で穴を埋めればいい。
そんな風に考えられるようになったかな。
Monday, June 28, 2010
English Literacy in Japanese Education
English education in Japan and the US is very different.
When it comes to reading education, the difference is obvious.
First of all, I do not like reading myself.
Well, I buy books at the store and on the Internet.
But I dot not feel like reading narrative stories, besides biography.
It is very interesting to see someone’s life in literature…isn’t it?
In Japan, there is no reading in English class.
As for me, I had reading class during high school, but all I did was translate the text.
We translated the English into Japanese, a teacher then explains any new grammar, and finally we would go on to the next lesson.
Moreover, there were no other reading materials, other than a textbook.
We need to learn English for college entrance exams, causing us to use the reading styles that our teachers had previously placed before us.
In the US, on the other hand, translation is not that important.
Rather than understanding passages word by word,
teachers focus more on students’ cultural background and psychological development.
The difficulty of reading materials should meet the student’s English proficiency with high quality context.
It is very hard for English teachers to select reading materials.
When I started reading books in English at college, I tend to choose the books I used to read in Japanese before, such as Alice in Wonderland.
Well, that was a mistake.
After I read the first 10 pages, I stopped reading it, because there were too many words that I did not know.
I heard that if there are more than 20 words you cannot understand in a page, it is not an appropriate book to read.
It is always said that it is important to guess the meaning of the word by using context clues.
If there are too many words that you do not know, it would make it difficult to do that.
So when you choose reading materials for yourself or your students,
it is necessary to consider their English proficiency level.
Maybe it is good starting with a book which may not have un-know words in passages.
If you find any words you cannot recognize, then you just need to memorize them.
In the case of low English proficiency, in addition to the context, illustration will be a big help in reading the materials.
Books, such as a picture book, have many illustrations without difficult vocabulary and grammar, allowing students to read more easily.
It is very important for teachers to make their burden and frustration less.
It is very difficult to have reading time at school in Japan because of the curriculum.
However, I believe developing literacy enhances speaking and listening abilities.
I would like my students to read books in English as least a little bit everyday.
If it is hard for English teachers to focus more on contexts rather than grammar,
I want the teachers to allow the students at least 5 or 10 minutes for reading before school starts.
Moreover, I hope students will like learning English.
日本の英語教育とアメリカの英語教育は全然違うのですが、
読書の扱いについても全く違うといっていいと思います。
まず私自身読書が嫌いですｗｗｗ
いや、本を買ったりしますし嫌いなわけではないんですが、
小説系はあまり読む気がしません。
唯一興味が持てるものといえば伝記物でしょうか。
人の人生を覗くってなかなか興味深いですよね。
日本の英語の時間に読書ってないですよね。
私について言えば、高校のリーディングクラスはありましたが、翻訳作業だらけ。
それから新しい文法の説明に入ってまた次のレッスン…と進みます。
しかも英語の副読本はありませんでした。
リーディングの教科書を最初から作業的に進んでいく。
大学受験のための英語を身につけるためにはしょうがないのかな。
アメリカの英語の読書の時間といえば、翻訳なんて二の次です。
内容を完璧に一字一句理解させることよりも、
生徒の文化的背景や心理的発達に重きをおいています。
学生のレベルに合わせつつも、内容重視。
先生が教材を選ぶ作業は実に大変です。
私が大学に入って英語で本を読み始めた時、
不思議の国のアリスのような、一度は日本語で読んだことのある本を選んでいました。
ところがそれが間違いだったんですよね。
結構わからない単語が多くて最初の10ページぐらいで放置です。
1ページにわからない単語が20以上出てくる本は読書に向いていないそうです。
よくわからない単語は文脈から読み取れとか言われていますけど、
わからない単語が多すぎるとそれも不可能。
1ページにわからない単語があるかないかぐらいがちょうどいいと思います。
そういう本で出てきたわからない単語をチェックしておけばいい。
背伸びをしない本選びが英語力上達の一番の近道だと思います。
英語のレベルが低い場合は、内容ももちろん重視しなくてはいけませんが、
イラストなどのビジュアル的に助けになるものも必要です。
絵本などは、難しい語彙・文法もなく、イラストが多いので、
絵から文脈を想像しながら読むことができます。
これも学生の負担をへらすとても大事なことだと思います。
日本の英語教育の中で読書の時間を設けるというのは、なかなか難しい。
しかし読解力をあげることで、スピーキング力もあがる。
毎日少しでも英語で本をよんでほしいですね。
授業で内容重視のリーディングができないのであれば、
毎朝5分でも10分いいので、時間を設けたい。
そして少しでも英語を好きになってくれたらいいですね。
When it comes to reading education, the difference is obvious.
First of all, I do not like reading myself.
Well, I buy books at the store and on the Internet.
But I dot not feel like reading narrative stories, besides biography.
It is very interesting to see someone’s life in literature…isn’t it?
In Japan, there is no reading in English class.
As for me, I had reading class during high school, but all I did was translate the text.
We translated the English into Japanese, a teacher then explains any new grammar, and finally we would go on to the next lesson.
Moreover, there were no other reading materials, other than a textbook.
We need to learn English for college entrance exams, causing us to use the reading styles that our teachers had previously placed before us.
In the US, on the other hand, translation is not that important.
Rather than understanding passages word by word,
teachers focus more on students’ cultural background and psychological development.
The difficulty of reading materials should meet the student’s English proficiency with high quality context.
It is very hard for English teachers to select reading materials.
When I started reading books in English at college, I tend to choose the books I used to read in Japanese before, such as Alice in Wonderland.
Well, that was a mistake.
After I read the first 10 pages, I stopped reading it, because there were too many words that I did not know.
I heard that if there are more than 20 words you cannot understand in a page, it is not an appropriate book to read.
It is always said that it is important to guess the meaning of the word by using context clues.
If there are too many words that you do not know, it would make it difficult to do that.
So when you choose reading materials for yourself or your students,
it is necessary to consider their English proficiency level.
Maybe it is good starting with a book which may not have un-know words in passages.
If you find any words you cannot recognize, then you just need to memorize them.
In the case of low English proficiency, in addition to the context, illustration will be a big help in reading the materials.
Books, such as a picture book, have many illustrations without difficult vocabulary and grammar, allowing students to read more easily.
It is very important for teachers to make their burden and frustration less.
It is very difficult to have reading time at school in Japan because of the curriculum.
However, I believe developing literacy enhances speaking and listening abilities.
I would like my students to read books in English as least a little bit everyday.
If it is hard for English teachers to focus more on contexts rather than grammar,
I want the teachers to allow the students at least 5 or 10 minutes for reading before school starts.
Moreover, I hope students will like learning English.
日本の英語教育とアメリカの英語教育は全然違うのですが、
読書の扱いについても全く違うといっていいと思います。
まず私自身読書が嫌いですｗｗｗ
いや、本を買ったりしますし嫌いなわけではないんですが、
小説系はあまり読む気がしません。
唯一興味が持てるものといえば伝記物でしょうか。
人の人生を覗くってなかなか興味深いですよね。
日本の英語の時間に読書ってないですよね。
私について言えば、高校のリーディングクラスはありましたが、翻訳作業だらけ。
それから新しい文法の説明に入ってまた次のレッスン…と進みます。
しかも英語の副読本はありませんでした。
リーディングの教科書を最初から作業的に進んでいく。
大学受験のための英語を身につけるためにはしょうがないのかな。
アメリカの英語の読書の時間といえば、翻訳なんて二の次です。
内容を完璧に一字一句理解させることよりも、
生徒の文化的背景や心理的発達に重きをおいています。
学生のレベルに合わせつつも、内容重視。
先生が教材を選ぶ作業は実に大変です。
私が大学に入って英語で本を読み始めた時、
不思議の国のアリスのような、一度は日本語で読んだことのある本を選んでいました。
ところがそれが間違いだったんですよね。
結構わからない単語が多くて最初の10ページぐらいで放置です。
1ページにわからない単語が20以上出てくる本は読書に向いていないそうです。
よくわからない単語は文脈から読み取れとか言われていますけど、
わからない単語が多すぎるとそれも不可能。
1ページにわからない単語があるかないかぐらいがちょうどいいと思います。
そういう本で出てきたわからない単語をチェックしておけばいい。
背伸びをしない本選びが英語力上達の一番の近道だと思います。
英語のレベルが低い場合は、内容ももちろん重視しなくてはいけませんが、
イラストなどのビジュアル的に助けになるものも必要です。
絵本などは、難しい語彙・文法もなく、イラストが多いので、
絵から文脈を想像しながら読むことができます。
これも学生の負担をへらすとても大事なことだと思います。
日本の英語教育の中で読書の時間を設けるというのは、なかなか難しい。
しかし読解力をあげることで、スピーキング力もあがる。
毎日少しでも英語で本をよんでほしいですね。
授業で内容重視のリーディングができないのであれば、
毎朝5分でも10分いいので、時間を設けたい。
そして少しでも英語を好きになってくれたらいいですね。
Sunday, June 13, 2010
Teaching English in America & Japan
What does “Teaching English” mean?
Why do we study English at all?
In Japan, we see many books regarding English learning lined in shelves at book stores.
I have bought various books focused on English slangs, such as “Expressions that native speakers never use.”
Well, after reading through once, those books were left in the back of my shelf…
Anyway, Japanese people love studying English.
What do we study it for?
We really do not have chance to use English in our daily lives.
Maybe when you see a foreign tourist who seems to be lost on a street?
Maybe when you need to read English sources for your thesis paper?
Maybe when you contact companies in another country?
I remember when I was in Japan, I never spoke in English besides at college.
Oh! I served foreign customers in English a few times at a restaurant where I worked for a part time.
At least, I had never used English daily in Japan until I entered college.
I was not motivated to learn English until college at all.
I am sure my teachers had a hard time with me.
Eventually, I came to like English after visiting Australia and meeting my classroom teacher.
I think I found joy communicating in English with native speakers, even though I could hardly speak in English during my time in Australia.
However, we can live without English in Japan and it will not affect our lives.
In such a circumstance, it is hard for teachers to teach the importance to learn English.
Actually, my students always asked me why they needed to learn English.
My reply was always, “It will be useful for your future.”
I understand that my answer really does not give them what they are looking for when asking this question.
There are not any incentives or rewards showing them the importance of learning English.
In this respect, there is a big gap between English learners in America and in Japan.
For those who live in America, English is needed to survive here.
Once they step into America, they are required to speak English.
They cannot keep up with their classes even though any child can receive free education.
I can imagine how hard it would be for teachers who teach foreign students here in the states.
They need to put those ESL students in regular classes, even though their English is not good enough.
Moreover, those students are required to achieve certain grades for those classes.
I used to learn a foreign language, English, only to get a better grade in that class.
However, I feel like I now study English for enjoyment instead of for a grade.
I want to learn English.
It’s not for a grade anymore; I want to better understand people who speak English and their culture by learning English.
Learning English made it possible for me to talk with my friends about our past history.
Then, how can we motivate students in Japan to learn English?
It is necessary for them to know sentence structures, sound system, and any other parts of the language, because it is a second language for them.
There is room for reform in English education in Japan.
English education has been one subject students need to study to enter college.
Learning English to enter college, such as memorizing a bunch of word and expressions without context, is nothing more than rubbish.
Language is a tool used to communicate.
This is the greatest thing a language teacher, like myself, can remember when teaching their students.
英語を教えるって一体なんでしょう(；ﾟДﾟ)
それよりもまずどうして英語を勉強するんでしょうか。
本屋さんにいったら英語に関する本がずらーっと並んでいます。
私もこれまでに色々な本を買いました。
「英語話者の人はそんな言い方をしない」みたいな本とか。
結局は一回さらーっと読んで本棚の奥の方へってなるんですけど (´Д`；)
とりあえず日本人は英語を勉強するのが大好きですよね。
でも何のためでしょう。
日本にいて英語を使う機会ってそれほどありませんよね…
街中で迷子になっている外国の観光客に道案内する時？（観光地以外ほとんどない！）
論文を書くために使う参考資料を読む時？（学生以外ほとんどない！）
仕事で海外の会社と連絡取る時？（特定の人以外ほとんどない！）
私が日本にいた時に学校以外で使った記憶は全くありません。
あ。数回だけアルバイト先に来たお客さんにサービスすることがありましたけど。
少なくとも大学に入るまでは日常的に使うことはありませんでした。
それでも大学を出たらまた使うことがなくなりましたし。
大学に入るまではモチベーションがかなり低かった私。
学校の先生も塾の先生も、かなりてこずったと思います (´Д`；)
そんな私もオーストラリアへの短期留学とクラス担任との出会いで英語が好きになったんですが、
英語を話さなくても生活に支障をきたすことなく生活ができる日本では、どうして英語を勉強するのかってなかなか教えられるものではないと思います。
実際教えていた高校でみんなに聞かれましたから。
「将来の役にたつ」「未来の選択肢をひろげるため」
そんなことを聞いてもピンとこない学生たちに、なんとなく納得です。
やっぱり英語が話せてよかったーっていう実感がないとダメですよね。
そういう点でアメリカと日本の英語教育は根本的に全く違います。
アメリカで英語を学習している子たちは、生活していく上で英語がかかせません。
アメリカに一歩足を踏み入れた時から英語を必要としています。
無償で受けられる授業も英語がわからないとついていけません。
現場にいる先生たちも苦労をしています。
英語がわからないのに、英語で他教科の授業を受けさせなくちゃいけない。
しかも一定の成績を収めさせなくちゃいけない。
教師が苦労をするという点ではアメリカも日本も一緒かな。
昔は「英語」っていう言語を勉強していました。
英語を勉強していい成績を取るのが目的でしたからね。
でも今はそうじゃないんじゃないかな。
英語を勉強して「英語を母語とする人と話してその人やその文化を理解する」ために英語を話しているんだと思います。
私の彼氏のお父さんと日本とアメリカの歴史について語ることができたのも私が英語を話すことができたから。
じゃあ日本の生徒に英語を勉強させるにはどうしたらいいか。
もちろん英語は第二言語ですから、構造や音の仕組みだとかはしっかり学ぶ必要があります。
しかし、根本的に英語教育を変える必要があるように思います。
大学入試に向けての英語学習ほどつまらないものはありません。
言葉はコミュニケーションをとるためのツールですから。
英語教師として、それだけは忘れないでいたいと思います。
Why do we study English at all?
In Japan, we see many books regarding English learning lined in shelves at book stores.
I have bought various books focused on English slangs, such as “Expressions that native speakers never use.”
Well, after reading through once, those books were left in the back of my shelf…
Anyway, Japanese people love studying English.
What do we study it for?
We really do not have chance to use English in our daily lives.
Maybe when you see a foreign tourist who seems to be lost on a street?
Maybe when you need to read English sources for your thesis paper?
Maybe when you contact companies in another country?
I remember when I was in Japan, I never spoke in English besides at college.
Oh! I served foreign customers in English a few times at a restaurant where I worked for a part time.
At least, I had never used English daily in Japan until I entered college.
I was not motivated to learn English until college at all.
I am sure my teachers had a hard time with me.
Eventually, I came to like English after visiting Australia and meeting my classroom teacher.
I think I found joy communicating in English with native speakers, even though I could hardly speak in English during my time in Australia.
However, we can live without English in Japan and it will not affect our lives.
In such a circumstance, it is hard for teachers to teach the importance to learn English.
Actually, my students always asked me why they needed to learn English.
My reply was always, “It will be useful for your future.”
I understand that my answer really does not give them what they are looking for when asking this question.
There are not any incentives or rewards showing them the importance of learning English.
In this respect, there is a big gap between English learners in America and in Japan.
For those who live in America, English is needed to survive here.
Once they step into America, they are required to speak English.
They cannot keep up with their classes even though any child can receive free education.
I can imagine how hard it would be for teachers who teach foreign students here in the states.
They need to put those ESL students in regular classes, even though their English is not good enough.
Moreover, those students are required to achieve certain grades for those classes.
I used to learn a foreign language, English, only to get a better grade in that class.
However, I feel like I now study English for enjoyment instead of for a grade.
I want to learn English.
It’s not for a grade anymore; I want to better understand people who speak English and their culture by learning English.
Learning English made it possible for me to talk with my friends about our past history.
Then, how can we motivate students in Japan to learn English?
It is necessary for them to know sentence structures, sound system, and any other parts of the language, because it is a second language for them.
There is room for reform in English education in Japan.
English education has been one subject students need to study to enter college.
Learning English to enter college, such as memorizing a bunch of word and expressions without context, is nothing more than rubbish.
Language is a tool used to communicate.
This is the greatest thing a language teacher, like myself, can remember when teaching their students.
英語を教えるって一体なんでしょう(；ﾟДﾟ)
それよりもまずどうして英語を勉強するんでしょうか。
本屋さんにいったら英語に関する本がずらーっと並んでいます。
私もこれまでに色々な本を買いました。
「英語話者の人はそんな言い方をしない」みたいな本とか。
結局は一回さらーっと読んで本棚の奥の方へってなるんですけど (´Д`；)
とりあえず日本人は英語を勉強するのが大好きですよね。
でも何のためでしょう。
日本にいて英語を使う機会ってそれほどありませんよね…
街中で迷子になっている外国の観光客に道案内する時？（観光地以外ほとんどない！）
論文を書くために使う参考資料を読む時？（学生以外ほとんどない！）
仕事で海外の会社と連絡取る時？（特定の人以外ほとんどない！）
私が日本にいた時に学校以外で使った記憶は全くありません。
あ。数回だけアルバイト先に来たお客さんにサービスすることがありましたけど。
少なくとも大学に入るまでは日常的に使うことはありませんでした。
それでも大学を出たらまた使うことがなくなりましたし。
大学に入るまではモチベーションがかなり低かった私。
学校の先生も塾の先生も、かなりてこずったと思います (´Д`；)
そんな私もオーストラリアへの短期留学とクラス担任との出会いで英語が好きになったんですが、
英語を話さなくても生活に支障をきたすことなく生活ができる日本では、どうして英語を勉強するのかってなかなか教えられるものではないと思います。
実際教えていた高校でみんなに聞かれましたから。
「将来の役にたつ」「未来の選択肢をひろげるため」
そんなことを聞いてもピンとこない学生たちに、なんとなく納得です。
やっぱり英語が話せてよかったーっていう実感がないとダメですよね。
そういう点でアメリカと日本の英語教育は根本的に全く違います。
アメリカで英語を学習している子たちは、生活していく上で英語がかかせません。
アメリカに一歩足を踏み入れた時から英語を必要としています。
無償で受けられる授業も英語がわからないとついていけません。
現場にいる先生たちも苦労をしています。
英語がわからないのに、英語で他教科の授業を受けさせなくちゃいけない。
しかも一定の成績を収めさせなくちゃいけない。
教師が苦労をするという点ではアメリカも日本も一緒かな。
昔は「英語」っていう言語を勉強していました。
英語を勉強していい成績を取るのが目的でしたからね。
でも今はそうじゃないんじゃないかな。
英語を勉強して「英語を母語とする人と話してその人やその文化を理解する」ために英語を話しているんだと思います。
私の彼氏のお父さんと日本とアメリカの歴史について語ることができたのも私が英語を話すことができたから。
じゃあ日本の生徒に英語を勉強させるにはどうしたらいいか。
もちろん英語は第二言語ですから、構造や音の仕組みだとかはしっかり学ぶ必要があります。
しかし、根本的に英語教育を変える必要があるように思います。
大学入試に向けての英語学習ほどつまらないものはありません。
言葉はコミュニケーションをとるためのツールですから。
英語教師として、それだけは忘れないでいたいと思います。
Nice to Meet You
Welcome to my blog “Me in the English Town”.
My name is Chiaki (but you can call me Jackie ).
I am a graduate student at Middle Tennessee State University, majoring in Curriculum & Instruction with a concentration in ESL.
I have studied English for 13 years…Oh no, that’s a long time!!
Even thought this blog is built for one of my classes, I will use this for my other classes too.
I am not good at writing in English, even in Japanese, but I will try to note my thoughts regarding language learning here.
Hopefully I will see you here again soon. Ciao ciao♪
初めまして ( ﾟ∀ﾟ)ﾉ
ようこそ千明のブログへ (*´∀｀*)ﾉ
ジャッキーという英語の名前もありますが、お好きなように呼んでください。
今アメリカにある中央テネシー州立大学で、第二言語習得に重きを置いた教育学を専攻しています。
このブログは必修のクラスのために作られたものです。
もう英語を勉強して１３年ですけど…
本当に長いですね (；ﾟДﾟ)
そしてまだ英語にかなり問題があるという…｡ﾟ(ﾟ´Д`ﾟ)ﾟ｡
ただでさえ日本語で書くのが苦手なのに英語でとなると本当に大変ですが、言語学習について様々なことを書いていきたいと思います。（中心は英語と日本語かな？）
ではまたお会いしましょう！！
ヽ( ﾟ∀ﾟ)人(ﾟ∀ﾟ )ﾉ
My name is Chiaki (but you can call me Jackie ).
I am a graduate student at Middle Tennessee State University, majoring in Curriculum & Instruction with a concentration in ESL.
I have studied English for 13 years…Oh no, that’s a long time!!
Even thought this blog is built for one of my classes, I will use this for my other classes too.
I am not good at writing in English, even in Japanese, but I will try to note my thoughts regarding language learning here.
Hopefully I will see you here again soon. Ciao ciao♪
初めまして ( ﾟ∀ﾟ)ﾉ
ようこそ千明のブログへ (*´∀｀*)ﾉ
ジャッキーという英語の名前もありますが、お好きなように呼んでください。
今アメリカにある中央テネシー州立大学で、第二言語習得に重きを置いた教育学を専攻しています。
このブログは必修のクラスのために作られたものです。
もう英語を勉強して１３年ですけど…
本当に長いですね (；ﾟДﾟ)
そしてまだ英語にかなり問題があるという…｡ﾟ(ﾟ´Д`ﾟ)ﾟ｡
ただでさえ日本語で書くのが苦手なのに英語でとなると本当に大変ですが、言語学習について様々なことを書いていきたいと思います。（中心は英語と日本語かな？）
ではまたお会いしましょう！！
ヽ( ﾟ∀ﾟ)人(ﾟ∀ﾟ )ﾉ
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