Archive for the ‘Teaching Japanese students’ Category

Number one: cosplay

Only joking- I mean of course that the status of English teachers is not so obviously low that when I met the love of my life and asked her to marry me she actually agreed!

You won’t hear a lot about it on the TEFL forums, but there are actually a lot of other advantages to choosing Japan to teach in: (more…)

Hopefully it’s just Mayday bank holiday rather than my lack of effort TEFLtasticwise recently that has seen a sudden drop in my number of views, but if only to make myself feel better I thought I’d give a list of where I’ve been making much more effort elsewhere, with links:

TEFL.net Idea Thinktank

15 fun ways to switch students onto graded readers

15 fun gapfill tasks

15 fun job application practice tasks- CV writing, cover letter, interview practice, HR vocabulary etc.

TEFL.net articles

15 common misconceptions about Business English and ESP

15 cultural differences in the Japanese classroom

15 more cultural differences in the Japanese classroom

15 criteria for a good cultural training lesson

15 more criteria for good cultural training lesson

15 important cultural differences in the classroom

15 more important cultural differences in the classroom

Onestopenglish (Macmillan) articles

Motivating teachers whose Business English students miss class

UsingEnglish articles for teachers

Why your students overuse their dictionaries- with solutions

70 characteristics of a good grammar presentation- possibly the longest article on this subject ever!

Why your students don’t want to do pairwork- with solutions and some pondering about whether they might not sometimes be right

Why your students still make mistakes with grammar they know well- with solutions and a call to relax when there are no solutions

The advantages and disadvantages of peer observations- with how to exploit the advantages and avoid the disadvantages

Things to put in a Self-Access Centre or Student Library- with tips on how to do it on the cheap

Why do my students question me?- with solutions

Why your students have problems with listening comprehension- with solutions

UsingEnglish.com articles for students (teachers might also want to have a look at what I am writing about them)

Why does my teacher make me read silently?

Why doesn’t my teacher correct all my mistakes when I’m speaking?

Why does my teacher make me learn the phonemic script?

UsingEnglish photocopiable PDF worksheets

Travel English pairwork B and V

Business and technical English easily confused words

CAE Reading Part Two match the quotes

TEFLtastic worksheets (pain in the arse to print out but worth the effort)

English for job applications/ HR worksheets

Cultural training worksheets for EFL classes

Requests and offers functional language review

The Roots of Medical English LP and 4 worksheets

And that’s it for TEFL stuff. The other thing I’ve been busy with is my wedding speech for the day after tomorrow, which could well mean that May will be an even less busy month in TEFLtasticland. Anyone fancy writing a guest piece or feeding me a story to keep the 1700 viewers I get on a good day entertained until I get back into the flow? If so, try the “Contact me” link on the right…

1. German students trying to be cool

2. Japanese students giggling at everything you say, until it just isn’t flattering anymore, however cute they are

3. Chinese students falling asleep, then making you feel guilty when you do the topic of daily routines in the lesson after you told them off about it and you find out how little sleep they get at night

4. Korean students giving you gifts that are nicer than anything your boyfriend or girlfriend has ever given you and so making you feel guilty that you half ignored them because they were neither too loud nor too shy

5. Belgian students being odd in a completely different way to all the other Belgians let alone the other students and throwing you every time

6. Russian students making instant calculations of your financial worth

7. Spanish students complaining about the food (Ha! And a slice of jambon in a dry baguette is a delicacy??)

8. Brazilian students taking the piss out of the one poor Portuguese guy

9. French students just being so damn French

And that’s me out of stereotypes for a bit, and anyway that list of cultural cliches was not at all what I was planning to write when I sat down at this keyboard. So here goes with the first three sensible points on how cultural differences can affect what you do in the classroom :

1. Strictness
People from different cultures might react differently to giving students the answer key to check their own answers, bumping everyone’s score up in a test, being strict about absenses and lateness of the class register, allowing L1, chit chat when groups have finished early etc.

2. Groups and individuality
Students might be embarrassed by it being obvious that they are a higher or lower level than the rest of the class. You might also find that they will prefer to come to a concensus and report back to the class or teacher through a spokesman. This can also affect the use of competitive games and praising people who do well. They also might not want to reveal personal information that makes them stand out from the crowd.

3. Personal hygiene
There might be differences of sensitivity to body odour and the smell of food on the breath, wearing masks when you have a cold, or blowing your nose in public.

And the other 30 points, which are not only serious but also made the cut and made it into the actual articles, can be found in the TEFL.net article pages here:

15 important cultural differences in the EFL classroom

15 more important cultural differences in the EFL classroom

and the same things specific to Japanese students:

15 cultural differences in the Japanese classroom

And while we’re getting a bit of culture:

15 criteria for a good EFL cultural training lesson

15 more criteria for a good EFL cultural training lesson

and last but not least

The 15 most fun cultural training topics

With many of those ideas being available as worksheets on the new TEFLtastic worksheets culture page:

Cultural training worksheets for EFL classes

That enough culture fer yer?

Doesn’t seem to be the season for whale hunting, so the only Japan story in the international news today must be about nationalism I guess- probably connected to school textbooks. Let’s have a little look through the International Herald Tribune, shouldn’t take long…

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After getting illuminating, intellectually piercing responses to this question on Rave Spelling’s ESL Au Lait Japan forum like “because no one cares” (Only possible response- okay, so why does no one care!) from self-proclaimed well-qualified and experienced “real teachers” before they started throwing around personal insults and got the topic locked, I have no choice but tackle this point on my own. Here are three ideas below:

• Because the managers from most schools haven’t gone through the Cambridge teaching qualifications system themselves, they are unlikely to demand a CELTA of their teachers. For example, if you see your CELTA or DELTA as a proof of your own professionalism you are more likely to demand the same of your teachers or see the value of it on their CV. It is noticeable that chains of schools with overwhelmingly British management are more likely to ask for CELTA, and this seems to me the man reason why.
• In a similar way, because no schools in Japan sell TEFL teacher training courses like the CELTA (because of reasons like the cost of living here making it cheaper for people to do one in Thailand or at home), they don’t need to demand it of their teachers to boost the status of their own training courses.
• In Japanese companies there is a tradition of taking on new graduates without specific qualifications for their job in order to train them into the company’s own way of doing business while they are still young and impressionable, and being trained in someone else’s way of doing things might even be seen as a negative. In government and other Japanese-owned schools it seems possible that that attitude stretches also to the English teachers. In a similar way, you can see from the link below that MBAs are much less popular in Japan than in Europe or the USA.

www.referenceforbusiness.com/encyclopedia/Int-Jun/Japanese-Management-Techniques.html 

More ideas please from my TEFLtastic tribe:

Another example of foreigners who come over to Japan and can’t be bothered making an effort because it’s just Japan, as also seen with many British and American rock bands (e.g. Supergrass- in it (Japan) for the money indeed!)

Rants aside, here is the next part of my serious attempt at examining why there might be so many bad teachers in Japan. Having already examined why worse teachers might come out to Japan, now it’s time to examine:

Why do good teachers leave Japan?

Note that this is now the new, improved version of this post, organised by categories and with the proviso (as demanded by the punters on Rave’s ESL Au Lait) that it is possible that some bad teachers leave for some of the same reasons:

Personal Reasons

• Women often leave because of the lack of dating opportunities
• Those that don’t have this problem still find they lack female friends due to female friends leaving
• Lack of progress with learning the language and/ or making Japanese friends makes people want to try somewhere “easier”
• The lack of a summer break like most schools in Europe take means, strangely, that people are likely to think their time is up after a year and leave at the same time as all their friends do- usually at the end of a one year contract
• The difficulty of meeting new people, especially in big cities
• Wanting to be accepted as a local but realizing it will never happen
• Not wanting your children to go to a Japanese school or university

Career Advancement and Personal Development

• Many Japanese institutions have a visible or glass ceiling at how far non-Japanese can climb up the ladder, meaning people leave after reaching a certain level or don’t bother sticking around to get promoted because they know it can only lead so far
• Lack of opportunities to take further qualifications in Japan, e.g. even people in Tokyo who want to do a DELTA must do so by distance learning, inconceivable of in any other capital city I know, there are no CELTA courses available, and the local MA in TESOL courses often demand some level of Japanese and/ or don’t have a good reputation abroad
• A lack of people, even DoSs, with a DELTA who can help you when you take a distance course
• The lack of opportunity to become a trainer on such courses
• Workshops you can go to are often aimed at a very basic level of teaching knowledge and therefore unlikely to be of interest to experienced and qualified teachers
• The lack of a clear, obvious career path into other, better schools etc. University jobs, for example, are usually not advertised, the well respected chains like Bell and IH they people sometimes move up to elsewhere do not exist, and the British Council is shrinking its operations.
• One of the steps forward in terms of pay can be to take an Assistant Language Teacher job, but as this means teaching with another teacher it often doesn’t feel like a step forward in terms of your career
• You can earn and/ or save more elsewhere
• The lack of opportunity to teach exam classes other than TOEIC or to become an examiner (for example, the British Council in Tokyo is not accepting applications for IELTS examiners)

The other staff

• The negativity of the other teachers
• A feeling that “If all these people can do this job without complaints and/ or and get paid the same, maybe I should be doing something else”
• Managers who are younger and/ or have less experience and qualifications

 Not feeling at the centre of the “TEFL world”

• The materials used by schools are often 5 or more years behind those used in Europe
• Because Japan is not a big market for the UK and US ELT publishers, work like pre-publication testing is not often available

The students

• The fact that the students don’t seem so seriously interested in learning the language and so make limited progress- only studying half an hour a week, using company classes as a chance to relax because they are overworked, not doing homework or anything else in English outside class etc. etc.
• If students are happy just to be entertained you don’t feel like you are being pushed to improve

The materials and other resources

• The lack of teaching technology such as Interactive Whiteboards, or even sometimes OHPs and photocopiers
• The lack of quality of the locally produced textbooks etc. that you sometimes have to use
• The idea that even while your ability to teach Japanese students is improving, your ability to teach other nationalities is possibily getting worse

Not matching your training

• A lack of groups of 8 to 12 students that people are usually trained to teach on their CELTA etc.
• Very few classes with even one student who doesn’t have Japanese as a first language
• A lack of flaps
• A lack of preparation time or rest time between lessons
• A lack of a range of levels
• Having to teach a mix of ages

Miscellaneous

• The difficulties of working in a Japanese office
• Good teachers leaving becomes self perpetuating- because some good teachers leave the other good teachers don’t want to stay

Standard of living

• The chance to live in a more beautiful city elsewhere
• The chance to afford a bigger and/ or otherwise better flat outside Japan
• Being able to afford the time and money to fly home more often from other countries
• Lower tax and medical insurance in some places
• Not wanting to pay into the Japanese national pension system
• No high interest local accounts to pay your savings into
• The falling yen
• The difficulties in getting mortages (especially joint ones), credit cards etc.
• Because wages have been static at best for years, people who might have wanted to stay in teaching end up applying for management jobs to keep their wages climbing and then drop out completely due to the difficulties of being a manager and/ or not really wanting to be one in the first place
• The expense of exploring further afield in Japan and flying to elsewhere in Asia
• Although it is also experienced by most Japanese, the commuting, long hours, cramped accomodation etc. can be avoided by moving to another country
• Lack of provision for working mothers

If anyone has any suggestions on anything else I can add, please let me know. I should also point out that it isn’t as bad as the list above could make it appear- I am, after all, still here teaching in a big chain of language schools after 4 years!

They avoid using the expression in this IHT article on the Japanese government policy on getting people to dress down for the summer, but I think it is a good opportunity to continue my occassional “Japanese English” series of posts:

Japanese English Compound Nouns Expressions

Which of these ‘Japanese English’ expressions would you find in the Oxford English Dictionary? Which wouldn’t you find but a native English speaker might guess the meaning of anyway? Which would definitely need explaining? How would you explain them?
Walkman/ Paper driver/ Salaryman/ Anime / A short short/ Hello work/ J-pop / Golden week/ Pair look/ Recruit suit/ Long seller/ Cosplay/  One man bus/ Karaoke/ A sayonara homerun 

Choose the correct explanation for what Japanese people mean when they use the Japanese English expressions below (the other explanations are what English native speakers might think the expressions mean the first time they hear them):
Cheek dance = people who are dancing very close/ a person who is moving their face as they swish water around in their mouth after they clean their teeth
High teens = young people who are taking drugs/ people who are between 15 and 19
A girl hunt = when men go out to pick up women/ the time women go out to look for men
No make = the time when you wear no lipstick etc./ a product that has no branding
Season off = a holiday that is very long/ the time when most people don’t take a holiday
A cutter = a knife that you use on paper / a person who takes out bad scenes from movies
A nighter = a baseball game that takes place after dark/ a person who spends all evening in a disco
High miss = a young lady who is tall/ an older lady who isn’t married
Home drama = a soap opera or a domestic accident
Easy order = a semi-tailored suit or a drive through take out restaurant
Health meter = bathroom scales or a blood pressure monitor
Free talking = a hands-free phone or an open discussion
A magic pen = a marker or something that writes with invisible ink
Non pro = being an amateur or being against something
To crank in = to start an old car or to start shooting a film
A meat shop = a pickup bar or a butcher’s
A plus driver = an elderly motorist or a Phillips screwdriver
A TV game=a quiz show that is on TV or a video game that you can play on your TV
A mini theatre= a cinema that seats few people or a home entertainment system

Business and technical English
Without using any words in the expressions, explain what any one of the Japanese English expressions below mean. When your partner thinks they know which one you are talking about, they will say the number of at that expression. Tell them if that was your intention.

1. cool biz
2. An OL
3. CM
4. salary loan
5. The dollar shock
6. The oil shock
7. Golden hour
8. Minus driver
9. Symbol mark
10. Excellent company
11. Base up
12. A Y shirt
13. Pocketable
14. Order made
15. Building money
16. An OB
17. Tunnel company
18. paper company
19. a one man president
20. main bank
21. Image up
22. Country risk
23. a non bank
24. image down
25. name value
26. minus image
27. cost down
28. level up

Answer key

Cheek dance = people who are dancing very close
High teens = people who are between 15 and 19
A girl hunt = when men go out to pick up women
No make = the time when you wear no lipstick etc
Season off = the time when most people don’t take a holiday
A cutter = a knife that you use on paper
A nighter = a baseball game that takes place after dark
High miss = an older lady who isn’t married
Home drama = a soap opera
Easy order = a semi-tailored suit
Health meter = bathroom scales
Free talking = an open discussion
A magic pen = a marker
Non pro = being an amateur
To crank in = to start shooting a film
A meat shop = a butcher’s
A plus driver = a Phillips screwdriver
A TV game= a video game that you can play on your TV
A mini theatre= a cinema that seats few people

1. cool biz: Dressing down for the summer
2. An OL: Office lady- a female office worker
3. CM: Commercial message: An ad
4. salary loan: A loan from a consumer loan company
5. The dollar shock: When the yen was revalued
6. The oil shock: When the price of all suddenly went up
7. Golden hour: prime time
8. Minus driver: a normal screwdriver
9. Symbol mark: a logo
10. Excellent company: a blue chip company
11. Base up: a pay rise to your or everyone’s basic pay
12. A Y shirt- a white shirt- a business shirt
13. Pocketable- portable/ fits in your pocket
14. Order made- custom made
15. Building money- making monet
16. An OB- old boy
17. Tunnel company- a paper company
18. paper company
19. a one man president- a manager who makes all the decisions on their own
20. main bank- …that your company does business with
21. Image up- improving your image
22. Country risk- a risky country to invest in
23. a non bank- other sources of credit
24. image down-
25. name value- the value of a brand name etc.
26. minus image
27. cost down- reducing costs
28. level up- improving the level

There is a whole lot going on in this recent story about a feud over a foreigners’ cemetery in Seoul, but the thing that struck me most was how nationalism is tied up with almost everything is Korea. There are lots of reasons given for the nationalism in South Korea that often manifests itself as anti-almost-everywhere-ism, but the overwhelming reason for nationalism in any country is that it helps the ruling classes stay in power- just look at how theoretically internationlist communist leaders like Stalin and the present Chinese leadership used and use nationalism to cling onto their positions.

Whatever the country, there seems little you can do as a humble English teacher to tackle feelings of national superiority/ paranoid feelings that other countries are looking down on them/ strange mixed up combination of the two- especially as the school you teach in is unlikely to give you the power to pick the history textbooks they use any time soon. So, is there anything we can do to make our students and other people in the country we live in react to the rest of the world without so much of an attitude?

Here are some ideas:

• A good lesson on cultural assumptions etc. works like a good grammar lesson- they end up asking you for any information or opinions you have on the matter instead of you just sounding off while they think about something else.
• As a representative of foreigners in the country you need to be open to the culture you are in to prove that foreigners can be polite etc. by their standards, but not too open as this could be used as evidence that their way of life is inherently superior so all foreigners get to love it more than their own
• Just like a teacher that is going to teach grammar well, you need to be prepared. This means not only knowing their culture, but knowing your own and other cultures too. For example, if they tell you “In our country we…” you will then be able to say “That’s interesting, in (Thailand) they do the same thing”, and if they say “Why do they do that stupid thing in (China)?” you will be able to explain why.
• Never let a conversation on culture turn into a conversation on history.

Any more ideas? Comments below please:

According to this Daily Yomiuri article, 40% of new Japanese university students surveyed only reached the English level expected of 15 year olds! There is hope, though, and it comes from the fact that the university mentioned realises they have a crisis on their hands and has been forced to employ someone who can teach rather than just someone with a string of letters after their name. And she really does seem to know her public, because low level Japanese adult learners do love miming. They really can’t get enough of it, which is why I have a miming worksheets bonanza tried and tested in Japan over the years for you here:

 http://www.tefl.net/alexcase/worksheet-air-travel-mimes-collocations/

http://www.tefl.net/alexcase/worksheet-body-idioms-mimes-pictionary/

http://www.tefl.net/alexcase/worksheet-food-and-drink-mimes-present-continuous-culture/

http://www.tefl.net/alexcase/worksheet-medical-english-mimes/

http://www.tefl.net/alexcase/worksheet-noises-mimes-linking-words/

http://www.tefl.net/alexcase/worksheet-technical-english-mimes/

http://www.tefl.net/alexcase/worksheet-travel-english-mimes-past-continuous/

http://www.tefl.net/alexcase/worksheets-business-english-sounds-and-mimes-present-continuous-present-simple/

So many uses for TPR, so little time…

There are only five possible reasons why there are more bad English teachers in Japan than elsewhere, and as is usually the case when there are several explanations it is probably a combination of all of them. The possible reasons are:

1. Worse teachers come to Japan
2. The good teachers leave Japan
3. The worst teachers stay in Japan
4. People who are bad teachers and stay in Japan continue teaching instead of getting another job
5. People actually get worse at teaching due to being in Japan

I’ll deal with number one here and the rest will have to wait until it’s less hot and my brain starts working.

Why do worse teachers come to Japan?

1. People who go to European countries and Latin America often do it because of an interest in learning languages and so are more likely to be suitable language teachers. This is rarely the case in Japan.
2. Conversely, people who are interested in things like Japanese language and cultural things like haiku and calligraphy can tend to be over-intellectual and have problems talking to teenagers who are ignorant of their own high culture and have few ideas about their country or the world.
3. People who decide to completely escape from everything by going halfway across the world and are quite happy to not see their friends and family for years to do so are likely to be more emotionally unstable and have less social skills than people who pop back home once a month or so on Easyjet. Such people are likely to be a strain on their DoS, for teaching and other reasons.
4. Ditto for people who come to Japan due to an overwhelming interest in otaku things like anime, female J pop duos or Japanese bullet trains. They often do not have the best social skills and this can be a problem when teaching, especially in one to one classes.
5. Ditto for people who come to Japan because they can’t get a girlfriend back home.
6. The dating opportunities for men and lack of dating opportunities for women etc. means teachers are overwhelmingly male. Men are not generally as serious about their teaching as women, or at least there is a macho culture of not showing interest that can start to really have a negative effect.
7. The lack of well respected chains like Bell and International House puts professional teachers off applying for jobs in Japan
8. The low standards many language schools have (not even a CELTA or equivalent needed) puts professional teachers off, even when they are offered increased pay for qualifications and experience, because it makes the school look unprofessional
9. The way the schools in Japan recruit from abroad is more likely to attract people who had no previous interest in teaching than the types of advertising etc. used by chains in other countries

Wow, that was a longer list than I expected. Looks like it might be a while till I get down to talking about the effect of the expression “English conversation school ” in number 5 in the first list (sorry Katie!)