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TEACHER TRAINING PROGRAMNOVEMBER, 2013: BREEZE ISSUE #73
A FREE MONTHLY E-NEWSLETTER FOR FRIENDS OF JAPAN & TEACHERS OF JAPANESEMY SUMMER IN URAWA
BY NOAH MILES
University of Wyoming
Laramie, Wyoming
From July 9th, 2013 through Aug. 23rd, I was fortunate toparticipate in the Japan Foundation’s summer language programfor non-native teachers of Japanese. The fact that there even issuch a program attests to the wide reach and sincere effort ofthe Japan Foundation to maintain the highest standards ofJapanese language education. Before I left Wyoming, I expectedto receive instruction in classroom methodology, teachingmaterials, and pedagogical theory- I did. However, the surprisingpart of my summer had less to do with education, and more to dowith the international atmosphere that is nurtured in Urawa.
On my way from Narita, I was on a bus with other participants
who were also arriving at the center; one was from Thailand, theother from Iran. After acquainting ourselves, I realized thatJapanese was our common language, even though both my newfriends spoke some English, it was not the common language among the 50 participants. In truth, I should
not have been surprised. The participants came from a wide range of countries: Iran, Malaysia, Indonesia,Taiwan, Uzbekistan, Russia, Kyrgyzstan, Ukraine, France, Holland, Germany, Canada, India, and on and on.
In the café, when we went out, we spoke to each other in Japanese.
The range of customs and skill levels among the participants was also very exciting. Many were fasting for
Ramadan, and these humble souls would stay up till three in the morning to get a bit of nourishment for
the next day’s lessons. Many drank no alcohol, many drank often. Food requirements and tastes varied. A
few of the participants had lived in Japan for extended periods and had natural speaking ability. Several
had never been to Japan. Our classes, too, were divided by skill level, and this was measured quite
precisely by a series of tests we encountered on our first full day in Japan. Teachers are not used totaking tests, but we submitted ourselves and our knowledge to the scrutiny of our hosts. For me, the test
was quite difficult.
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Another interesting discovery surfaced very early and that was: the institutions of employment for each
person also varied greatly. People taught Japanese at every level, high school level, colleges, and a few
taught at middle school or below. Some of the colleges were state institutions, others were private
language schools. Nevertheless, considering the wide economic and social differences of our mothercountries, by the type of clothing and luggage we carried, we all appeared to be receiving similarly
modest salaries.
Soon after our placement test, we were divided into groups and our daily lessons began. In addition to theformal elements of teaching, we were also instructed in history, software, research methods, and web
surfing. We did presentations on teaching, we wrote lesson plans, and we improved our listening skills.
Our instructors were experienced and kind and they informed us very early on that, though our language
level may be low and embarrassingly unsophisticated, we were all teachers and therefore we would treat
each other as equals.
Part of our culture lessons included trips to Tokyo to seeinteresting sites. We saw a Kabuki play; we participated in flower
arranging, tea ceremony, and several local festivals. To
understand Japan’s geology, we experienced a hurricane, a fire,and an earthquake at the Emergency Response Center. Most
participants did a home-stay visit with a Japanese family, others,
like myself, took the time to explore parts of Japan we had neverseen. I climbed Mount Fuji.
The Language Institute is in Kita-Urawa, not the most exciting
place in Japan, but only 30 minutes to Tokyo, and isolated
enough to keep us focused on our studies. The center is equipped with dorm-style rooms- a single bed, adesk, TV, internet, and bath. Our meals were provided for and eaten in common in the institute’s dining
hall. All of our needs were provided for by the gracious and instructive staff and faculty, who often wentout of their way to smooth our way. For instance, my luggage did not arrive with me, but the staff
contacted the airport, helped me find a clothing store, and showed concern and pity for the white tee-shirtthat I wore for the first three days.
By the end of the program, I felt ready to return to my duties at the University of Wyoming, with a renewed
enthusiasm and a few more tricks up my educational shirt-sleeve. The fundamental point of the program isto encourage teachers to be inventive and creative, to inspire students, and to give them an appreciation
for the Japanese language and people, so that they will hold Japan closer to their hearts. In this, theprogram is a success. At the same time, the sense of community among the teachers, and the exposure ofeach participant to the knowledge that the Japanese language exists even in the far reaches of the world,
was for me, even more inspiring.

Breeze #74

Breeze #73

Teacher Training Program: Noah Miles2013 J-LEAP Report: Tomoko Minato

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