PRIMARY ADVICE / Getting students talking

Helene J. Uchida / Special to The Daily Yomiuri

Q: What do you do when students know all the words to a game or an activity but hesitate to respond, or if they do respond, they mumble so you can hardly hear them?

T.R.P.

Teacher

Kitakyushu

A: It's frustrating, isn't it? I can truly relate to your situation because most English teachers in Japan are also faced with the same problem, including me. I must admit I get such behavior more from my university classes than from my primary school classes. Since our young students start English with my school, we have the opportunity to teach good communication skills and habits from the beginning. On the contrary, the university students, whom I teach at their respective campuses, have been through Japan's English education system, so it is rather late for me to help them change their ways.

First, I think there are a variety of factors that contribute to students of any age level hesitating to speak clearly in English. Like young learners from any country, Japanese children fear making mistakes, being laughed at or losing face. Yet on the other hand, unlike most English-speaking countries, reluctance and hesitation are considered attractive traits, not only at school but also socially; thus, the elongated pause, the gap, the wait you mentioned. In addition, there is an unspoken reliance on others to understand what is being thought or felt without the speaker expending energy on expression.

These factors, coupled with the tempo you are trying to maintain in class, do not leave much space or time for prodding the student to speak discernable English.

So when a student hesitates or mumbles, the teacher has four choices:

-- Ask the student again, which means giving the child another chance.

-- Give the student the answer and have him/her repeat it.

-- If the student does not answer, either due to silence of mumbling, the child misses his/her chance, and the game or activity goes to the next student.

-- Ignore the student's silence or mumbling and proceed to the next student or activity.

When you skip the student due to his/her inability to communicate, the student will feel the loss. After this happens a few times, the student usually comes around and tries harder (with the other students' or your support) because of the natural need to be a part of the tempo and camaraderie of the group, which is generally stronger than the need to be reluctant. If this does not work, then I would suggest talking to and encouraging the student before or after class.

Q: I'm an assistant English teacher at a public primary school, where it is hard to make an authentic English atmosphere. What concerns me most is that the children seem to find it difficult to separate themselves from the rhythm/tone of their mother tongue when they are taking English lessons because they are comfortable with the natural rhythm/tone of Japanese in their daily life.

Also, the school has been using Eigo Noto (English Notebook) books this year, which are written mostly in Japanese. The children seem to feel comfortable when they can maintain the rhythm/tone of Japanese, but I'm wondering if this is good for them.

M.N.

Assistant teacher

Saga Prefecture

A: Thank you for caring as much as you do. Yes, it is hard to create an authentic English atmosphere if you teach in their classroom. Yet some schools do have the vision to create and maintain an "English classroom" where students take their English classes. The teachers and students can even name the room, such as The English Room, The International Room, The English Summit, etc, The teachers and students can decorate the room with maps, posters and pictures to give all who enter the room the feeling that they are in "another world" when they visit the class.

It is worth asking your school about such a room. When I conducted my three-year pilot program at a local primary school, I was told it was impossible, but I kept asking and explaining how it could benefit the students. Finally, I was given an old music room, which was perfect. Please try and keep trying because the atmosphere in the classroom is indeed the base from which it all learning begins.

As far as the students maintaining the rhythm and tone of Japanese when they try to speak English, I think it cannot be avoided because they are in a Japanese school being taught the Japanese way with Japanese methods and materials. Like so many other public schools, it appears that your school wants the students to feel safe and secure while being exposed to English. If the teachers and students do not take risks, I fear progress will be limited. To answer your question, no, I do not think it is good for them.

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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 at dy-edu@yomiuri.com or fax (03) 3217-8369. Questions should be written in English and should be accompanied by your name, occupation and the area you live in. This column will return on Nov. 24.

Uchida is the director of Little America, a Fukuoka-based company for training teachers of English.