Primary Advice / Software no substitute for teacher
Helene J. Uchida Special to The Daily Yomiuri
Q: My son, a primary school student, plays with an English CD-ROM that arrives monthly. He does not repeat words, nor does he remember the letters of the alphabet. He is interested in only shooting the objects on the screen. I wonder if this really helps him learn English.
H.M.
Office worker
Tokyo
A: I once attended a lecture given by Bill Gatton of DynEd Japan, an authority in the English multimedia business. He said, "Even with lots of multimedia, the most important element in the English classroom is the teacher." I think this applies to all teaching resources, ranging from posters and flash cards to board games and CD-ROMs.
Too often the purchaser of the material hopes that the product will take the place of the teacher, making learning English fun, and as if by some magic the child will master portions of English on his own. These materials are supplements that can support the English teaching going on in a classroom, but they should not be purchased in lieu of relying on a real teacher--no matter what the subject is.
Probably the CD-ROM games are not really helping your son learn English, and the subscription may have been a bad purchase. I do not know which product you have, but depending on the type of game, here are some ways that it might help your child.
If he has to press the letters on a normal keyboard, then playing the games gives him practice learning the keys as well as distinguishing the letters of the alphabet. This is beneficial.
Such games may help the child distinguish the difference between similar looking letters ("d" and "b," "p" and "q," "a" and "d," etc.) by giving him repeated practice. Pressing the "b" key when a "d" flies by does not hit the target, which gives the player the incentive to get it right the next time.
In addition, games that speak may help your son get used to passively listening to and adapting to the sounds of English.
If your son has tired of playing some of the games, then it may be a sign that the CD-ROM that was purchased is not at an appropriate level for the child, or it may mean that the CD-ROM has served its purpose and it is time to move on to more advanced software.
Again, I would like to stress that subscribing to any CD-ROM or other materials for your child should be a supplementary resource, not the main thrust of his English education.
Thank you for such an interesting question, one that may concern many other parents.
Q: Almost all Japanese students automatically call me "sensei" from the moment that they walk into the room. I'm not sure if this is appropriate for an English class. How are you referred to in your classroom?
E.N.
Teacher
Kochi
A: My students call me Helene-sensei. Over the years, I have struggled with this nomenclature and have wondered really and truly what is best for all involved.
There are many things to consider. For example, I personally am very uncomfortable when a student uses the direct translation of "sensei" and calls me "teacher." In this case, the direct translation clearly does not work. I am not sure what triggers my discomfort, but it could have something to do with the fact that I think they should know my name.
Teacher in English is the name of a profession, not a means of addressing someone. I know in Japanese society, people are referred to as "sensei, okusan, oneesan, obaachan, bucho, shacho," etc. Yet it is a cultural practice I have had difficulty in emulating because my own cultural background makes me think these people are important enough to be referred to by their names. I certainly want my students to know and use my name in English.
At one point in my career, I asked that the students at my school call me Mrs. Uchida, as I would be addressed were I teaching in the United States. But the other teachers at my school did not want to be addressed as, for example, Mr. Brown or Miss Aston. I think they felt it was too formal or made them seem older, so to be consistent and please all we went back to Helene-sensei, Jack-sensei, Cathy-sensei.
I do think the word "sensei" is a beautiful, warm word. So I embrace the word in the classroom because of all it encompasses in the Japanese world. But at the same time, I insist that the student use my first name in combination with it so they get experience using my foreign name.
At universities where I teach in Fukuoka, my students refer to me as Mrs. Uchida.
In the final analysis, it really is your own personal choice. Please ask your students to use what appeals to you and makes you feel comfortable.
* * *
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 dy-edu@yomiuri.com or fax (03) 3217-8369. Questions should preferably be written in English and should be accompanied by your name, occupation and the area you live in. The column will return on June 13.
Uchida is the director of Little America, a Fukuoka-based company for training teachers of English.
Helene J. Uchida Special to The Daily Yomiuri
Q: My son, a primary school student, plays with an English CD-ROM that arrives monthly. He does not repeat words, nor does he remember the letters of the alphabet. He is interested in only shooting the objects on the screen. I wonder if this really helps him learn English.
H.M.
Office worker
Tokyo
A: I once attended a lecture given by Bill Gatton of DynEd Japan, an authority in the English multimedia business. He said, "Even with lots of multimedia, the most important element in the English classroom is the teacher." I think this applies to all teaching resources, ranging from posters and flash cards to board games and CD-ROMs.
Too often the purchaser of the material hopes that the product will take the place of the teacher, making learning English fun, and as if by some magic the child will master portions of English on his own. These materials are supplements that can support the English teaching going on in a classroom, but they should not be purchased in lieu of relying on a real teacher--no matter what the subject is.
Probably the CD-ROM games are not really helping your son learn English, and the subscription may have been a bad purchase. I do not know which product you have, but depending on the type of game, here are some ways that it might help your child.
If he has to press the letters on a normal keyboard, then playing the games gives him practice learning the keys as well as distinguishing the letters of the alphabet. This is beneficial.
Such games may help the child distinguish the difference between similar looking letters ("d" and "b," "p" and "q," "a" and "d," etc.) by giving him repeated practice. Pressing the "b" key when a "d" flies by does not hit the target, which gives the player the incentive to get it right the next time.
In addition, games that speak may help your son get used to passively listening to and adapting to the sounds of English.
If your son has tired of playing some of the games, then it may be a sign that the CD-ROM that was purchased is not at an appropriate level for the child, or it may mean that the CD-ROM has served its purpose and it is time to move on to more advanced software.
Again, I would like to stress that subscribing to any CD-ROM or other materials for your child should be a supplementary resource, not the main thrust of his English education.
Thank you for such an interesting question, one that may concern many other parents.
Q: Almost all Japanese students automatically call me "sensei" from the moment that they walk into the room. I'm not sure if this is appropriate for an English class. How are you referred to in your classroom?
E.N.
Teacher
Kochi
A: My students call me Helene-sensei. Over the years, I have struggled with this nomenclature and have wondered really and truly what is best for all involved.
There are many things to consider. For example, I personally am very uncomfortable when a student uses the direct translation of "sensei" and calls me "teacher." In this case, the direct translation clearly does not work. I am not sure what triggers my discomfort, but it could have something to do with the fact that I think they should know my name.
Teacher in English is the name of a profession, not a means of addressing someone. I know in Japanese society, people are referred to as "sensei, okusan, oneesan, obaachan, bucho, shacho," etc. Yet it is a cultural practice I have had difficulty in emulating because my own cultural background makes me think these people are important enough to be referred to by their names. I certainly want my students to know and use my name in English.
At one point in my career, I asked that the students at my school call me Mrs. Uchida, as I would be addressed were I teaching in the United States. But the other teachers at my school did not want to be addressed as, for example, Mr. Brown or Miss Aston. I think they felt it was too formal or made them seem older, so to be consistent and please all we went back to Helene-sensei, Jack-sensei, Cathy-sensei.
I do think the word "sensei" is a beautiful, warm word. So I embrace the word in the classroom because of all it encompasses in the Japanese world. But at the same time, I insist that the student use my first name in combination with it so they get experience using my foreign name.
At universities where I teach in Fukuoka, my students refer to me as Mrs. Uchida.
In the final analysis, it really is your own personal choice. Please ask your students to use what appeals to you and makes you feel comfortable.
* * *
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 dy-edu@yomiuri.com or fax (03) 3217-8369. Questions should preferably be written in English and should be accompanied by your name, occupation and the area you live in. The column will return on June 13.
Uchida is the director of Little America, a Fukuoka-based company for training teachers of English.