Primary Advice / Asking questions in English
Written by Writer on Tuesday, October 28th, 2008
Primary Advice / Asking questions in English
Helene J. Uchida / Special to The Daily Yomiuri
Q: I teach English at a Japanese family’s home in the Philippines. The youngest in the family, a first grader, likes English and during the 20-minute lesson he often raises his hand and asks me questions in Japanese, like: “kyukyusha wa, eigo de, nan desu ka?” Is it OK if I allow him to ask questions in Japanese, and is it OK if I answer his questions?
D.C.
Teacher
Manila
A: You are off to a good start since the first grader likes English and appears to have a healthy, natural curiosity. Since I am a big believer in teaching English in English, I would encourage you to set up an English only rule without squelching his precious curiosity. You can do this by teaching him how to ask simple questions in English. For example, you could teach him how to ask, “How do you say ‘kyukyusha’?” or “How do you say ‘kyukyusha’ in English?” You could make it into a game for him.
Student: How do you say “kyukyusha” in English?
Teacher: Ambulance. Can you repeat that?
Student: Ambulance.
Teacher: Can you repeat it again?
Student: Ambulance.
Teacher: Yes, that’s good. Now how do YOU say “kyukyusha” in English?
Student: Ambulance.
Teacher: Yes, ambulance! Nice English!
By using this formula, you accomplish three things: One, you feed into and satisfy the student’s curiosity. Two, you empower the student in enabling him to be able to ask the question in English. Three, while helping him expand his vocabulary, you entice him to get into a simple dialogue with you, which enables you to interact with each other in English and recycle the word. This increases his chance of remembering it. It’s a win-win situation for the both of you!
Q: I have been teaching children in South Korea for the past 10 years, and after coming to Fukuoka for a visit, I wonder what sort of effect you believe your techniques might have on South Korean children. Also, from your experience, how do Japanese children differ from other Asian children?
N.M.
Teacher
Seoul
A: An English teacher from Chiba Prefecture just attended one of my teacher-training seminars earlier this month. She had studied how to teach English as a foreign language (EFL) for two years at a university in England. I asked her if she felt her studies there had prepared her well for teaching English in Japan. After pondering for a moment, she replied, “Not really. The situation here is so unique.” I mention her comment because it has bearing on my answer to you.
I believe children are basically the same all over the world. They are naturally curious and highly receptive to engaging educational activities, which satisfy their need to find security while navigating themselves around a new, adventuresome environment.
The English teaching techniques I have developed over the years work well here in Japan because the children in my classrooms have been my mentors. Through trial and error of the various activities I have created, the students have helped by revealing to me what works and what does not; I have noted the results, making good use of what was successful and dropping what failed. I have seen their eyes light up with excitement in being able to succeed while in the English zone.
These children have been many nationalities, mostly Japanese, but also including Taiwanese, South Korean and Chinese. I have noticed no major difference in how they learn.
But since they are EFL students, how they learn, digest and manipulate English differs from how ESL (English as a second language) students do. This I believe may be the reason the teacher from Chiba Prefecture felt the university courses in England did not prepare her well for teaching English in Japan. Teaching here has its unique challenges, as teaching English in South Korea may well have its own also.
Concerning your question about how Japanese students differ from other Asian students, I do not think there is much of a difference except that Japanese children have a tendency to be shy, which is a strategic hurdle for students to overcome in the English classroom.
I am confident that the methods I have developed over the years here in Japan would work well in South Korea or any EFL country. Why? Because they were created especially for EFL learners and show respect to students by empowering them and enabling them to navigate themselves step-by-step around the beckoning, new territory of a foreign language. They might have to be modified to suit the needs and temperament of the students in the country in which they are taught. But that is one of the thrills of teaching; modifying lessons based on students’needs. This is how we and our lessons always get better and better!
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Readers are encouraged to send questions on any themes related to teaching English to younger learners–particularly those at the primary school level–to Helene J. Uchida via e-mail at dy-edu@yomiuri.com or fax (03) 3217-8369. Questions preferably should be written in English and should be accompanied by your name, occupation and the area you live in. This column will return on Nov. 25.
(Oct. 28, 2008)
