My SEVENTEENTH guest blogger is Joanne Sato – a Leeds girl (but I won’t hold that against her) now resident in rural Japan. I have never met her, nor has she been to one of my JALT talks in the last three years or so. I am her devoted follower on twitter, where she tweets under the name of @sugarjo, a sort of language pun that anyone who speaks a bit of Japanese will understand. One of the reasons we started communicating on twitter, and eventually skype, was a shared interest in drama, and you will read about her drama work with her students below.
Twitter can offer an engaging insight into people’s lives and it certainly has for me with Joanne, which is why I pleaded with her to do a guest blog MONTHS ago – and then promptly lost it when she sent it to me. I finally owned up to this error, and she kindly re-sent it.
Joanne has only rarely visited twitter recently, which is why I’m doubly pleased to be publishing this guest post.
Konnichiwa -こにちわ！I’m Joanne, originally from Leeds in the UK but have called Japan my home for twelve years. I lived in Tokyo for three years but have since made my home in the north – never grim up here – in a smallish city. I am married to Hirotaka, known to all as Hiro, to my mum and dad as Hero, we have a little girl of six (miniature hero).
I came over with the doomed Nova English Language group straight out of university and after three days (yes, three whole days) training was teaching forty hours a week. Since my year at Nova, I have taught a wide range of learners in a variety of Japanese contexts, from one-year-olds to company presidents to university students. This is just a bit of my story as to how I found my little piece of teaching and learning heaven at a women’s college in northern Japan.
I have a deep-seated working class sense of duty (from my dad) that I can’t escape in anything I do, so when I entered the sweatshop plastic cubicles of commercial ELT my whole heart was in it. I have been loyal to ELT in Japan ever since.
In one year and three months at Nova I must have taught over 1,500 hours of PPP, this was my first experience of teaching, of ELT and that slippery fiend SLA (and many other abbreviations I have yet to master). It was an intense, exhausting, rewarding job, and one which has led me on a love affair with teaching English and studying Japanese culture and language.
I’d leave the little cubicle after a days work and walk out into a Tokyo evening. BANG! Life hit me in all its intensity, brightness, loneliness, and magic. Tokyo won my heart, sucked it in, swirled it around and spat it out again coldly on the pavements with my homesickness.
The shiny skyscrapers next to a tiny Shinto shrine, the eclectic fashion and style, the amazing food, noises and smells, the singing/talking toilets, baths, heaters and gadgets; this was most definitely not Europe – that’s another story. I yearned for normality but I knew I didn’t want to be back in the UK. Just as I thought I should leave Tokyo would suck me in again, urging me to move just one little step further away from ‘home’. I liked ‘missing’, but more than that I loved learning about this new relationship with a city, a country (my new home), and a blossoming love.
Love: He said he’d teach me to surf. Love went falteringly, deliciously differently from there. The real deciding moment was returning to the UK for three months to think about if I could deal with delicious difference and (remember this is before cheap mobiles) changing pound notes for pound coins, running to the phone box next to the petrol station and pounding them into the slot telling Hiro, “I’m coming back”. The rest as they say…
We now belong to a small but growing group of Japanese husband/western wife ‘units’ in Japanese. In my work (especially university EFL) environment, the vast majority of long-termers are western husbands with Japanese wives. Hiro and I are good for novelty value – and have been known to ham it up.
Enough of love, let’s move to teaching. Well, not enough of love, but enough of Tokyo/Hiro love and onto my love of teaching. I knew I wanted to teach university students, it had been my plan to return to the UK after a year here and do an MA and lecture. My reasons for this were located in my experience age eighteen at Art College in Leeds, that moment when your basic core is shaken by a change of thinking about, or visualizing life – Kristeva, Irigaray, Foucault, Derrida, Barthes – they rocked my world.
I was made to question everything about meta-narratives, about a reality which was constructed in a reality I had no experience of etc.etc. It was passionate, engaging (and dare I say entertaining) teachers who took me on this journey and led me here so far away from where I had expected to be.
Upon leaving Tokyo (for Hiro’s job), I was determined to fulfill my dream and get part-time work at the local national university here, I had a job there within a year but was confronted with large classes (70 in one oral communication class).
I was also lucky enough to have been offered work at a Catholic women’s college teaching one conversation class a week. This is the job which changed my perceptions, my goals, and ultimately led me to doing an MA in TEFL through Birmingham University’s distance learning programme. It felt like the job was waiting for me, the way I taught seemed to fit the educational philosophy of the college. I think this is essential; to find a teaching space where we are supported in our classroom innovations and style. I also enjoyed the wonderful femaleness!
As I came to love the teaching/learning environment (and gave up my work at the national university), I threw everything into teaching a wide range of classes being offered to me at the college, including communication skills, literature, writing and ESP (Business, Tourism) classes.
What compelled me to undertake an MA and aim for a full-time position was also the ‘other stuff’, the activities outside the classroom in which full-time teachers were involved, especially because of the small size of the college. These included curriculum design/innovation, committees, school camp, volunteer activities, the college festival, student counseling, the study abroad programme and many more.
Of this ‘other stuff’, the one which I most longed to be part of was ESS (the English Speaking Society) which is involved with debating events and participates in a yearly play contest involving five universities from the north of Japan.
This is how I first made contact with Ken after he commented on a picture I tweeted on our 2009 play Grease. When we won the contest last year, I knew the feelings which have constantly compelled my most respected colleague Bill to say “this is what makes it worthwhile, Joanne”. I felt like we had just won best picture at the Oscars.
We are in the process of rehearsing for the 2010 contest now. It involves many late nights, weekends, blood and tears but the effects on student confidence, motivation, pronunciation, team-building, and spirit are phenomenal.
In a Japanese EFL environment, the struggle is to make English meaningful. I have noticed during my MA studies that the best textbook, the best teacher, the most focused and carefully planned study cannot make English meaningful if it is never actually ‘used’ or experienced outside of the institutional spaces of the classroom.
My classroom is alive with debate, chatter and the buzz of students engaged in English but where I have found this engagement steps up a notch is ‘out there’: on a stage, backstage discussing logistics, volunteering as an English guide, introducing Japanese culture to non-Japanese, teaching free English classes to local children. English becomes ‘meaningful’ and ‘experienced’, it becomes the language of communication not test-taking (I’m so glad this isn’t an MA paper and I don’t have to explain ‘meaningful’, ‘communication’ or ‘tests’).
I am a firm believer in the use of task-based learning and the inclusion of content classes in language curriculums (I teach British History, British Culture, Gender Studies and Japanese Culture) I think this is one way of having more ‘meaningful’ classrooms. However, my recent interest is in finding and creating opportunities for my students to put their English to use in the community. I may well be facing an uphill battle in such a small city but my whole heart is in it. There have been a few worlds rocked, on occasion.
This is a tiny part of my story – thank you for listening. I am lucky enough to have had the chance to meet and share stories with an incredible group of educators in Japan and also hear stories from my forming PLN who continually inspire me in my search to be a better, more passionate, more engaging and – yes I do dare say – a more entertaining teacher.