I don't think there is one student in my junior high who wants to become fluent in English. I thought some kids would be interested in talking to me in English, or would want to ask me questions about America, or would want to know how to say this or that in English, or would show any interest in the English language or me as a foreigner whatsoever. But so far, what I get are shy glances, giggles, and many many many 'Herro's(not a joke). Now, this is partially a cultural thing. I'm pretty sure it is not common practice for students to stay after class to ask the teacher questions, and it is also not common practice for students to visit teachers after school. So I wonder how the students ever get to ask their questions. They certainly don't do it in class. This isn't my main frustration, though.
As you may already know, the structure of Japanese and English are very different, so different in fact, that English is not taught here(in Arao, at least) in terms of sentence structure. For example, 'I bit the dog' is not explained 'subject, verb(past tense), direct object'. It is explained 'I bit the dog' means 'blah blah blah' in Japanese. Please repeat after me, and memorize this sentence.
Isn't that an incredibly confusing way to teach a language!? Because of this kind of semi-'phrasebook' style of teaching, it seems to me that many children here think English is impossible to learn! They are taught that it is quite disorganized because of a lack of structure, yet who can blame them?
I can't understand: 1. why English language teaching was set up this way, 2. whether the true intention is for students to learn English, and 3. why I am here if the students gain nothing from my presence in the classroom. There are obviously cultural differences that I am overlooking, but I must say I'm astounded at the lack of interest in learning English!!
As an aside, I got a lot of questions about Aikido training in Japan since my last post. Let me address some of those:
As far as being a woman, I don't feel that I've been treated differently from the men in the dojo. If anything, I feel as if it's one of the only times I am not aware of being a woman. Most of the time in Japan, I am aware, not that being aware particularly bothers me, but I do notice the women serving tea, making flower arrangments for their boss' desk, etc., and women very easily take on these gender roles, as do men in their particular roles. But on the mat, the roles seem to fall away. I don't know why, but I think it's a blessing. Really.
Same goes for being a foreigner, except of course, for the language barrier. Earlier, I reported that I was able to intuit much of what was being said, which is still true. On the other hand, there are times when I'd really like to know what I'm doing wrong, or what the teacher said, and at those times I am lost. It can be somewhat overwhelming, but at least it gives me more inspiration to learn the language, ne?
Boulder Aikikai and Honda Sensei's dojos actually have a lot in common, but here are some differences I noticed: Training can be intense at both places, but here partners mutually agree to break for 5 minutes or so in the middle of class to rest. I'm still not used to that, so I don't break and the old guys love it. They seem to enjoy practicing straight through; it's the younger people that choose to sit out the most. Another difference is that here we follow our stretching warmups with footwork and breathwork practice. A different teacher leads stretches than footwork practice, and finally Honda teaches the main part of class. Class is in a budokan, a martial arts practice hall, so there are many other arts being practiced there while we train, including kendo, jujitsu, karate, iaido, and even Tae Kwon Do. It makes for a lively and noisy time. We have our own space though, so we don't worry about them and they don't worry about us. Class size varies, but average is about twenty. The dojo is about an hour and a half drive for me one way, a hefty little commute, but I think it's worth it.
And in reference to your question, Jay, about the tendency I noticed in people here towards nonaggression(maybe 'subdued' aggression is more accurate), Aikido fits in well with that kind of thinking. My understanding is that Aikido is designed to blend with an attacker's energy, to dissolve the point of impact, so yes, I think my observation holds true there. As far as nonconfrontation, people are not shy in their attacks, so I would say that's different than my observations off the mat. I haven't found a way to understand those two things together yet...
I tell of my day-to-day experiences in a funky Japanese town from my American viewpoint. This blog could also be called 'Bizarro World', 'Notes From Kyushu, a Smaller Island', or 'Teaching English in Japan: Smash Your Ego in 10 Easy Lessons."
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Yeah, I'm very sorry that the only way to leave a comment under your own name is to create a page for yourself. It's a shame, I think.
However, if anyone wants to leave a comment but is not comfortable signing up for a blog page you can always comment anonymously and sign your name inside your post. It's easy and absolutely commitment free.
Hi Julie - I like your last blog, and all of them, for that matter. I am very pleased and impressed with your command of, and use of English. You are far more "well written" than I ever had realized, and that reflects careful thinking behind it. I've had this reaction to each thing I've read from you. You have really grown up, especially still being my kid.
Too bad your students have no idea how good your English is.
I wonder if you can penetrate their brains by a different approach (although given the language barriers, I don't know how you'd do this). I am wondering if you might draw into the mix other languages and how they are similarly or not similarly structured. For example, Korean and Chinese and Japanese are all read in a certain linear direction (I think). So far as I know, all languages which are not pictorial, except Hebrew and maybe other Semitic languages, are read in letters from left to right (there is some thought that this is a human brain function thing)....
Maybe you could back off English, and see if they have any interest in linquistics, such as the things common to a group of, or all languages.
E.g. Western languages are structured by sound and letter components which are strung together as representations of sound. I gather Japanese (and moreso Chinese?) instead are visually assembled as suggestive of visual images. Per Zach, I understand that German words represent concepts and concept groups, which are then strung together to represent new concepts, which makes German troublesome when totally off the wall concepts need to be labelled by a word.
English has become so widespread because it is so universally adaptable in its fundamental structures, and its willingness to let any new word from any language have a place, if it is useful.
Languages also flow out of the peoples' historic perceptions of the world from way back. The language of a country often sounds like its music: german: bold, clear, powerful; French: smooth, impressionistic; Czech (of which I don't know the language, beautiful flowing melodies and simple, clean harmonics; Japanese: here I guess - subtle, suggestive, non-direct, "polite"....
I just sense there may be something in this approach which may appeal to some kids who may be looking for a deeper basis of language, and not just to "learn English". At least any of them who have a linquistics streak might discover it.
Again, the bigger issue may be: how to talk about this, or demonstrate such things in such a difficult language environment?
I wonder if some suitable recordings of spoken English played before or after selected English or American music could do any good? I'm talking here about the flow, lilt, meter, parts of the mouth used ,etc. of various languages, and how some music from the same country really "sounds" the same.
Hard to imagine Leonard Bernstein's music coming from anywhere but an English speaking background.
Same for lots of French stuff.
Mexican: is the music sort of loose and sloppy, like Spanish can sound?
I had mentioned to you a book, The Story of English. Look it up on Amazon (by Robert McCrum); there are lots of cheap ones. Some of what I'm talking about came from there.
Well, the brain is burning out. Maybe this will be of some help. If the immediate situation is not making sense, step back and try to find a more basic place you are in common with the students, and try to build from there(reminds me of Zach, who didn't want to study chemistry in school because they didn't start with components of sub-atomic particles).
Good luck. I love you. Dad
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