September, 2006 Vol.55 No.7
What is the goal of teaching English to Japanese students?
To talk about this very fundamental topic, we have invited David Paul to join us.
David graduated from Cambridge University and owns a language school chain based in Hiroshima called David English House. He is well known for his one day teacher-training course on the student-centered approach. He has written numerous articles on the topic as well as a definitive reference book titled Teaching English to Children in Asia. David Paul is also a well known author of several course books written for Japanese learners of English.
M: David thank you for joining us to talk about the student-centered (S-C) approach and how this can lead students to develop an international attitude. We really appreciate it!
D: Mayuka, Robert, thank you for asking. As you know, these are topics that I feel are crucial to the success of English education in Japan.
R: Well, jumping right into the heart of the topic, what is the major difference between a S-C approach and one that is not? People think that you can’t have a syllabus with a S-C approach because the children should do what they want to do. Is this right?
D: Well, that is one of the biggest misunderstandings about what a S-C approach is. First, my definition of a S-C class is based on where the spark comes from. If the teacher creates a situation where the students wonder and have a question about something, the spark comes from the students. So when the teacher gives the information which the students want to have, they feel, “Yes, that is what I wanted to learn.” Quite different from the students feeling, “That is what the teacher wanted to teach me.” In the S-C approach, what you need to do is create curiosity inside the students.
M: I see. Robert tends to have a problem with this as he is a very traditional and behaviorist teacher. But he is trying to change and making progress.
R: It is a perceptional shift for me. I am beginning to enjoy the challenge of creating situations where students encounter a dilemma and realize they have a need but don’t have the language for it. Then they use control language to ask me and they use what they got right away for a purpose. This is natural communication, isn’t it? For our own children I don’t have to create the situations. But it is difficult for me to wait until they ask. I tend to tell them what to do before they think or feel a need and wonder what to do…
M: Robert, let’s talk about our family matter later, ok? Well, David, we use a variety of activities in our classes. Some teachers think they have to learn special activities for a S-C class. What are your views on that?
D: Absolutely not true. This is another common misperception that teachers have. You can use any activities. It is the way in which the activity is done that makes it teacher-centered or S-C.
M: I’m with you, David. Robert and I were talking about the different way we play card games. He used to set the cards in one pile for the students to draw while I spread the cards in a donut shape. He asked me why I do that as it takes up more table space. It is to give control and choices to the students. Normally, they physically take a card from the pile but not mentally. With my way, the students are free to choose a card. Then I tell them that freedom comes with responsibility. In this way, they learn English as well as a quite important life skill - being responsible for what you have done.
D: That is a good clear example where the simple act of taking a card in an activity can be perceived differently by the students and be more of what I would call S-C. The main point is the perception of the students. When students feel, “I can choose.” and “Yes, that is what I wanted to learn.” in their minds they have ownership.
R: When talking about a S-C approach in class, is there a huge difference in the liveliness of the class? Is it more active or more subdued than a “normal” class?
D: On the student side, there are two main changes. One is that mental activity becomes more of a priority than physical activity. Another is that the teacher may be asked more questions by the students they really want to know and have a need to get things clearer to really understand. This is true for not just learning vocabulary, but grammar, expressions, and getting information through English as well.
M: Some teachers feel that S-C means letting the students do what they want and there is no syllabus. When you say, making the students want to learn what the teacher wants, that implies a focus to the lesson and not just a free-for-all in the class. Would you say a bit more about that?
D: Sure. Students develop self-discipline by overcoming problems. So, in a S-C class problem solving is important. Students need to successfully work out patterns, structures, and concepts for themselves. The students need to be faced with puzzles that contain achievable language targets. If there is no syllabus they are likely to encounter language targets that are not achievable, so they won’t be successful. In a S-C class with a syllabus the teacher leads the students to want to find out the goals of the lesson.
R: So David, how does all of this help develop independent learners and helps students to have an international attitude?
D: If students are continually solving puzzles and finding their way through problems put in their way by the teacher, they develop an inner strength to cope with difficulty and confusion and have greater ownership over the learning process. Students are more likely to study independently if they have this inner strength. And they are more likely to deal positively with different cultures, different way of thinking, different races etc. This is what having an international attitude is all about.
M: I totally agree with you, David. To me, one of the purposes of learning/teaching English is to have that attitude of openness and the confidence of being able to deal with uncertain matters. People often talk about learning English as a tool to communicate. Communication is not only saying something to others, but also dealing with people, with new ideas, and different perceptions. Having the skills to face uncertainty is not just nice but necessary for both teachers and students.
R: David, thank you and best wishes for your work to improve English education in Japan.
D: Thank you both for this opportunity.
日本語解説
* where the spark comes from
教師が教えることを子供たちが学ぶのか、それとも、子供たちが学びたいことを教師が教えるのか。それが授業である限り、「何を教えるか」は教師が主導権を握っています。その中で、いかに子供たちの側に「知りたい！」、「わかった！」、「できた！」というsparkを起こすかを考えることで、Student-centeredの授業を組み立てるのです。
* they have a need
Vｙｇoｔｓkyの言うように、子供は生まれながらに社会的な存在であり、周りの大人や友達との関係の中で言葉を身につけます。つまり、誰かに伝えたいことがあり、何か知りたいことがあるからこそ、言葉という道具が必要になり、必要だから言葉を学ぶのです。これは外国語学習の場面にも当てはめて考えることができます。ですから、EFL環境の教室で、いかに子供たち自身にこのneedをもたせるかということが、授業の進め方の鍵になるのではないでしょうか。
* spread the cards in a donut shape
「子供は、活動的です。」というときに、往々にして元気に体を動かすことを考えます。でも、子供の学びについて考えるなら、むしろ心や知的好奇心を動かすことを考えるべきです。これは、外国語学習に限りません。具体的には、「選ぶ」「考える」「調べる」などの積極的な活動を通じて、自ら「感じる」「経験する」ことが学びを導きます。ですから、カードをどのように並べておくかという些細な違いには、実は大きな意味があるのです。
* Teaching English to Children in Asia
これは、「子供中心ではじめる英語レッスン」というタイトルの日本語版も出版されています。
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