Teaching English at a Japanese Senmon Gakko: A Joint Project between JIKEI and Kirkwood

1
Teaching English at a Japanese Senmon Gakko A
Joint Project between JIKEI and Kirkwood

• Tatsuo Iwahara
• Dr. Catherine Schaff-Stump

2
Background of International Language Center (ILC)

• Tatsuo Iwahara, Director of Center

3
Kirkwood Professional Development

• JIKEI invited me to come observe their English
  education.
• Kirkwood funds faculty professional development
  every two years.
• JIKEI provided transportation and a place to stay.

4
Kirkwood Professional Development

• An assessment of my observation with
  recommendations was submitted to JIKEI.
• A report with a summation of my activities was
  submitted to Kirkwood.

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Academic Background

• World Englishes
• English as Lingua Franca
• Native speaker model

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World Englishes

• English is now spoken by more non-native than
  native speakers.
• Countries such as India, Singapore, and Nigeria
  feel their own English should be accepted as a
  standard.
• Concept of Inner Circle, Outer Circle, and
  Expanding Circle countries.

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English as Lingua Franca

• Many people are using English as their common
  language for communication.
• Example This conference
• Example The JIKEI Ferrari Project

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Native Speaker Model

• While many non-native speakers of a language
  still prefer the native speaker model, a more
  communicative approach is becoming preferred.
• Some arguments are in place for ELF lexicons.
• English curriculum is becoming more dictated by
  purpose, rather than NS performance.

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JIKEI English vs Kirkwood English

• JIKEI is teaching English in non-native
  environment.
• JIKEI students use English for career and
  communicative purposes.
• JIKEI students study English and discipline
  concurrently

• Kirkwood is teaching immersion English.
• Kirkwood students use English for academic
  programs.
• Students at Kirkwood study English first, and
  discipline second

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JIKEI English vs Kirkwood English

• JIKEI classes are short and infrequent.
• JIKEI teachers are TESOL-certified.
• JIKEI students learn occupationally specific
  English.

• Kirkwood classes are immersive.
• Kirkwood teachers are NOT TESOL-certified, but
  some have MAs.
• Kirkwood students do not learn occupationally
  specific English.

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Cultural Assumptions Dispelled!

• Myth Japanese students are quiet.
• Reality Japanese students are rowdy!
• Myth Japanese students will not speak in class.
• Reality The communicative approach is alive and
  well in Japanese classrooms.

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Cultural Assumptions Dispelled!

• Myth Japanese students already know English, as
  they study it from junior high.
• Reality Most Japanese students are false
  beginners.

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The International Language Center

• Teachers and Administrators are committed to
  English education.
• Trying to make room for English in the curriculum
  of majors is a challenge.
• Teachers care deeply about their students.
• English can be fun!

14
The International Language Center

• Teachers are innovative, despite class size
  variation and limited time.
• Students educations are supplemented with other
  opportunities, such as clubs and study abroad.

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Conclusions

• Different cultures have different needs for
  English language education. There is no right or
  wrong, depending on purpose.
• More opportunities to teach English for longer
  are being sought by the ILC faculty and staff.
• Communicative competence is stressed over a
  strict academic approach, which seems appropriate
  for career-minded students.