Every winter, prefectures across Japan host the infamous mid-year conference. Why infamous? Because many JETs and Japanese teachers alike dread taking part in it. Personally, I’ve had both negative and positive impressions of the conference and have heard comments ranging from “Terrific input. I can use this in my daily work” to “I think my brain is shrinking.”
The mid-year conference is a major gathering of almost all JETs and some JTEs in the prefecture. For two days, participants listen to lectures and a keynote speech and meet in workshop groups aimed at improving team-teaching (JET is a team-teaching system, one JET and one JTE sharing the class). This year the event began with an assembly in a large auditorium. During the keynote speech, the speaker, a head honcho in the system, compared English to sports, music and art. He said English requires a more unconventional form of academic teaching, saying you can discuss the theory of tennis for an hour to a group of students, or you can give them a ball and racket and let them figure it out from there. I really like his point of view. Unfortunately, he assumed that students of English have the same interest in learning the language as they do in playing sports or painting or singing. Thus began a conference in which the attendees were exposed to highly idealistic goals for English teaching in Japan, goals that almost completely discounted fundamental problems that have and will prevent them from being achieved.
One problem touched on several times during the gathering was the entrance exams for upper secondary schools and colleges. When I say touched on, I mean it was mentioned but no solution offered. The keynote speaker essentially said, “Deal with it and don’t use it as an excuse.” The entrance exam is a major thorn in a JET’s side. In the education system, so much emphasis is placed on the test that classes are tailored toward training the students on how to pass. And since the test is reading and writing based, things like conversation skills can become devalued. In all fairness, the prefecture has no control over this. The Ministry of Education creates the test (for high school, anyway) and everyone else has to adapt. It’s a small tragedy, really. Kids who study English for six years can’t speak a word of it because they were too busy cramming grammar rules into their heads. When you think about it, almost the entire nation should speak English, it being a requirement in junior and senior high school. Back to the point, there’s no way around the test and there’s so much material involved in preparing for the test that actual English speaking falls by the wayside.
Another major bomb dropped by the keynote speaker was that within five years English classes are required to be taught “mostly in English.” Sounds great! But I don’t know if it will work. I’m not being negative, I’m being realistic. I would love to see English classes taught in mostly English. As the announcement was made, I could see JTEs in the audience frowning. (I’m sure most of them had heard before but grimaced nonetheless, as if they didn’t like being reminded). In a perfect world, the JTEs would be comfortable conducting class in English only, the students would respond enthusiastically, and English would flourish. In reality, many JTEs prefer teaching English in Japanese and think it would be too difficult and maybe pointless explaining complex grammar in a jargon the students can’t grasp. Students, already apathetic about English, will totally shut down. Even the ones trying will be overwhelmed and maybe about 5-10% of the class will remain engaged while the rest daydream. I just finished a Japanese summer course taught entirely in Japanese. It worked fine because the students volunteered to do it. I was excited about learning Japanese. Japanese students studying English, on the other hand, have no incentive other than passing the test. I take that back, some have higher aspirations like living abroad and will push themselves. Those who will remain in Japan are aware of one glaring truth: English is completely unnecessary here. A Japanese person can live his or her entire life without picking up a word of English and be fine.
I hope I’m wrong and English learning will boom. But the other day I heard that the education plan has already been modified after parents and teachers complained. Following the section on how English class should be taught mostly in English, the Ministry added “as much as possible.” The interpretation is left up to the instructor. “As much as possible” might be 10%. It might be less. Regardless, I think this does show a willingness of the Japanese government to push students in the right direction of English education, away from the books and into speaking.
The conference continued with workshops. In the workshops we looked into new and creative ways for teaching the students. A theme was debates. The format was very simply. Give a student a topic, have him or her decide an answer and give three reasons why their answer is best. I enjoyed this exercise because it encourages independent, creative thought and articulating an opinion, essential for the students’ English. Whether this will work in class or not remains to be seen.
The best part of the conference for me was the final lecture. It was highly informative and entertaining. After that, some questions were answered. The questions had been written down and stuffed into a box. One question in particular struck a cord. Piled in with forgettable questions you’d expect to hear, an anonymous person had written something along the lines of, “Why do you waste Japanese tax payers’ money by re-contracting JETs who don’t care about anything but getting drunk every night and living the easy life?” It was received with uneasy laughter. In retrospect, a lot of the conference brought up behaviors of certain JETs that can potentially make JTEs suspicious of their JETs.
At the end of the day, swarms of JETs took to the streets and migrated from bar to bar around the city where they drank the night away. Amen.
*Added later*
One moment that astonished me was when a JET raised his hand during the assembly and asked, "When I'm at school and I finish everything I'm supposed to do, what do I do after that?" Really? I mean, really? Use your imagination, man. He asked this shortly after the speaker finished saying that JETs are in an elite group, having survived several screening processes to land their positions. His question earned my obligatory face-palm of the conference.