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SeasonedVet
Joined: 28 Aug 2006
Posts: 236
Location: Japan
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 Posted: Tue May 22, 2012 3:22 am Post subject: How important is the job of ALT to education in Japan? |
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How important is the job of ALT to education in japan?
What contribution do ALTs make?
Is it achieving the purpose, are the short term/long term goals being met? |
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Kionon
Joined: 12 Apr 2008
Posts: 226
Location: Kyoto, Japan and Dallas, Texas
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| Posted: Tue May 22, 2012 4:17 am Post subject: |
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Are you talking about the ideal or the reality? I think we covered my views pretty thoroughly in the Interac thread. I'd only be copying and pasting. The first two questions require long answers.
However for the third question, I feel overall, the answer is NO. |
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Tsian
Joined: 10 Jan 2012
Posts: 85
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| Posted: Tue May 22, 2012 4:31 am Post subject: |
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| And there is also the question as to whether the stated purpose of an ALT is the same as the actual reason for having ALTs in schools. |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Tue May 22, 2012 4:33 am Post subject: |
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I am having a bad day, so my answers will be rather negative.
Do I contribute to English education in Japan?
-Generally, I don't feel that I do. Japanese teachers explain the grammar in Japanese and I merely provide a natural modelling of pronunciation. The CD does that very well.
Do I provide Japanese students with a chance to have a positive social interaction with a foreigner?
-Sometimes yes, often no. A bunch of the kids are eager to communicate with me (largely in Japanese). A lot of the kids just stare at me and treat me like a toy to play with.
Does the ALT system really improve the linguistic/cultural experience for Japanese students?
-I have my doubts. I see the potential, however.
Do I love working only 170 days a year?
-Yes! |
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Kionon
Joined: 12 Apr 2008
Posts: 226
Location: Kyoto, Japan and Dallas, Texas
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| Posted: Tue May 22, 2012 4:55 am Post subject: |
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| steki47 wrote: |
| Generally, I don't feel that I do. Japanese teachers explain the grammar in Japanese and I merely provide a natural modelling of pronunciation. The CD does that very well. |
1) How is your Japanese?
2) How is your knowledge of the structure of the English language?
3) Assuming 1) and 2) are both "competent" to "high," have you addressed your lack of utilisation with your Japanese Teachers of English? |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Tue May 22, 2012 7:16 am Post subject: |
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| Kionon wrote: |
| steki47 wrote: |
| Generally, I don't feel that I do. Japanese teachers explain the grammar in Japanese and I merely provide a natural modelling of pronunciation. The CD does that very well. |
1) How is your Japanese?
2) How is your knowledge of the structure of the English language?
3) Assuming 1) and 2) are both "competent" to "high," have you addressed your lack of utilisation with your Japanese Teachers of English? |
1. Intermediate. Between JLPT 3 and 2.
2. Good. Several years of teaching experience and I'm in the middle of an MS in Language Education.
3. I have spoken to my superviser about some of the JTEs. Was told that "every JTE is different". At times, I have added to a JTE lecture. Sometimes successful, sometimes not. Last month, a JTE shot down my suggestion of a mnemonic device for "a" and "u". The JTE explained to the class that: 1. I was wrong and 2. My idea was "too difficult" for Japanese.
Maybe it wasn't the best idea, but I thought she was rather hostile. I get the feeling that teachers want kids to see everything as "difficult" and don't want to build confidence and agency.
JTEs will sometimes solicit my help with spelling or pronunciation but many just spell words incorrectly and even teach incorrect pronunciation. And they almost never ask me about cultural issues. Gee, why on earth would you ask the big white guy standing there?
While I understand my position as an assistant, I would like to do more in lessons. Explaining, setting up actvities, etc. Some classes I only do the starting and finshing aisatsu and then just walk around smiling for 49 minutes. |
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Kionon
Joined: 12 Apr 2008
Posts: 226
Location: Kyoto, Japan and Dallas, Texas
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| Posted: Tue May 22, 2012 12:59 pm Post subject: |
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| steki47 wrote: |
1. Intermediate. Between JLPT 3 and 2.
2. Good. Several years of teaching experience and I'm in the middle of an MS in Language Education. |
Do your JTEs know this? I'd say your Japanese knowledge and language structure is about the same as mine (assuming you are doing well in your MS). I've taught grammar in Japanese, as well as entire lessons. I've played the human tape recorder, but I make a lot of noise about it.
| Quote: |
| 3. I have spoken to my superviser about some of the JTEs. Was told that "every JTE is different". At times, I have added to a JTE lecture. Sometimes successful, sometimes not. Last month, a JTE shot down my suggestion of a mnemonic device for "a" and "u". The JTE explained to the class that: 1. I was wrong and |
When you say supervisor, do you mean dispatch company or do you mean head teacher/vice principal/principal? This makes a difference. Sometimes your company can send the message to the BoE, sometimes they don't care as long as they're getting paid, and they don't want you to screw that up.
I have found typically that the head teachers are usually the best JTEs and will take your views seriously--they will then exert pressure on the other JTEs to utilise you more. Alternately, I have found most vice principals/principals will also take you seriously if you have the Japanese ability to sit down with them and explain your concerns. I found all of my administrators to be exceptional men and women. One even invited my parents to shadow me during a day when they came to visit!
Every JTE is different, but most should recognise your abilities are far beyond playing the human tape recorder. You may get one or two who simply will not treat you better, but it should absolutely be the minority. If it's the majority, I can't help but think for some reason your JTEs do not understand your Japanese competency or that you are in graduate school devoted to language structure. Pretty much as soon as my JTEs realised I had trained in the United States to be an English teacher and I had the Japanese to really contribute to the lessons, I was allowed to do so, in many cases gratefully.
As for "being wrong," I have never experienced a situation where a JTE, even one that openly resented my presence, ever undercut me so blatantly in front of students. Your effectiveness in front of those students has now been greatly diminished. Your JTE just essentially ruined even the limited value she was allowing you to have. By declaring you wrong on the subject of pronunciation, she has communicated to the students that whatever you say--including human tape recorder--is possibly inaccurate, and your contributions are suspect, especially in terms of eiken or other standardised tests.
| Quote: |
2. My idea was "too difficult" for Japanese.
Maybe it wasn't the best idea, but I thought she was rather hostile. I get the feeling that teachers want kids to see everything as "difficult" and don't want to build confidence and agency. |
Assuming your description of events is accurate, believe your assessment of her hostility is correct. She needed a way to neutralise you as a threat to her authority as the fount of all English knowledge--and she did it.
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| JTEs will sometimes solicit my help with spelling or pronunciation but many just spell words incorrectly and even teach incorrect pronunciation. And they almost never ask me about cultural issues. Gee, why on earth would you ask the big white guy standing there? |
How very odd. I've given plenty of cultural lessons. Halloween and the difference between Western Christmas/New Years were probably my most used. One of our textbooks includes a story about Hiroshima, and in 2010, I was even asked to explain the American view of the bombing and the military strategy behind dropping it. Pretty controversial stuff, but that particular JTE was really cool. He also engaged in a classroom debate on the merits of gay rights. Those ninth graders had the greatest command of the English language in a public school I had ever seen in Japan... and I was always worried he was going to run afoul of the Powers that Be for doing his job and doing it so damn well.
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| While I understand my position as an assistant, I would like to do more in lessons. Explaining, setting up actvities, etc. Some classes I only do the starting and finshing aisatsu and then just walk around smiling for 49 minutes. |
Do not concur, and have never concurred. I do not know what nationality you are, but in the United States, in secondary education, there is a HUGE difference between Teaching Assistants and Assistant Teachers. TAs do not have degrees. They have no teacher training. They are not educators. Assistant Teachers are co-teachers, or otherwise still significantly contribute to a lesson. Most ATs I know are primarily included in classes where due to budget issues the classes are much larger than they should be (international studies have shown that across cultures and backgrounds 30 students is the cut off point, and for each additional student past 30 the ability of the entire class to learn drops by a detectable margin, and an AT is a good way to make smaller facilities go further) or when a class has severe discipline problems.
ALTs are Assistant Language Teachers. They are required to have college degrees. If it were up to me, they would have degrees in a field related to high command of the English language and there would be an easier way for ALTs to acquire Japanese ability and Japanese teaching licenses. If we are "assistants" then we do not need degrees, our twelve years of primary and secondary English education is sufficient to do the job adequately (if the job is being human tape recorders). When I run into JTEs who wish to treat me as a TA instead of an AT, and I cannot use any means to alter their behavior, I write them off as simply wrong. Luckily I have not often had to do this. |
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Amarok
Joined: 02 Jun 2009
Posts: 47
Location: pineapple under the sea
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| Posted: Tue May 22, 2012 10:33 pm Post subject: |
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Kionon, your situation sounds like the exception to the rule to me, not steki47's. My job has been a lot like steki's at almost every school I've been to.
I speak completely fluent Japanese (stupidly have a degree in it and also passed JLPT1), and my school has forbidden me from using any Japanese at work, basically rendering me mute for the majority of the day.
If teachers ever ask me to talk about something cultural, it'll be 5 minutes before class and they'll suddenly expect a speech about something random. That's about the extent of it.
I am not even a replacement for a CD, since they still use the CD when I'm around. I'm just an additional Thing in the classroom.
I have very good knowledge of English grammar, and I'm more than capable of explaining it all in Japanese as well as English, but I'm mostly left to just stand around in class doing nothing, and when I ask if there's something more I can do or let teachers know that hey, seriously, I have a lot of experience teaching by myself, making lessons, and making activities, and I can do a lot of things, the response I get is just a big No.
For me, the best thing I could do was give up on trying, as harsh as that sounds, and just realize that I'm not going to be valued here so I shouldn't waste my energy or skills on people who won't appreciate it or want it. And that's the story of how I became the ALT who does nothing outside of the bare minimum. |
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Glenski
Joined: 15 Jan 2003
Posts: 12844
Location: Hokkaido, JAPAN
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| Posted: Tue May 22, 2012 11:28 pm Post subject: |
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| steki47 wrote: |
| 3. I have spoken to my superviser about some of the JTEs. Was told that "every JTE is different". |
Every teacher, JTE or native speaker, is different, so that type of reply is not unexpected. However, what exactly did you speak about regarding the JTEs? Foreign teachers can come across as too aggressive and direct, you know, and if you spoke about shortcomings of a person instead of a system, that could be taken as a personal attack instead of a professional one. Tell us more.
| Quote: |
| Last month, a JTE shot down my suggestion of a mnemonic device for "a" and "u". The JTE explained to the class that: 1. I was wrong and 2. My idea was "too difficult" for Japanese. |
Don't get me wrong here, but my first thought in replying was, "So?" We weren't there, and you have not given us anything to go on, so it's impossible to judge who is actually in the right or whether anything was truly too difficult. Bear in mind that a lot of ideas from foreign teachers are really too hard for Japanese students to grasp. One tip in testing such lesson plans is to run it across another native speaker, and if there is the slightest hesitation or uncertainty in understanding the instructions, it should probably be considered too hard for a non-native to get.
| Quote: |
| Maybe it wasn't the best idea, but I thought she was rather hostile. |
Strong word, hostile. Again, this is your perception, and we have no description of the event to go on.
| Quote: |
| JTEs will sometimes solicit my help with spelling or pronunciation but many just spell words incorrectly and even teach incorrect pronunciation. And they almost never ask me about cultural issues. Gee, why on earth would you ask the big white guy standing there? |
I have heard that school staff/faculty are not supposed to consult with dispatch ALTs on anything regarding how the ALT is used in the classroom due to a recent change in dispatch policy or law. So, if that is true, I am not surprised that JTEs steer clear of the big white guy. They are probably afraid of losing their job or getting reprimanded.
| Kionon wrote: |
| Every JTE is different, but most should recognise your abilities are far beyond playing the human tape recorder. You may get one or two who simply will not treat you better, but it should absolutely be the minority. |
"Should" does not translate to reality, as you know. Many JTEs got burned from previous poor quality ALTs, whether those ALTs were untrained or simply had a lackadaisical attitude. Others just don't agree with the whole ALT system yet have it rammed down their throats, so they just get by with the minimum. It doesn't matter to them what they "should" do.
| Kionon wrote: |
| ALTs are Assistant Language Teachers. They are required to have college degrees. If it were up to me, they would have degrees in a field related to high command of the English language |
Back to reality, though. Many (most?) do not, and the JTEs know this. Even though their own educational training may include psychology, counseling, and literature courses as well as some grammar courses, they may resent being paired with someone with a degree in art, geography, biology, or math. Can you really blame them? Try seeing it from their side.
| Amarok wrote: |
| I speak completely fluent Japanese (stupidly have a degree in it and also passed JLPT1), and my school has forbidden me from using any Japanese at work, basically rendering me mute for the majority of the day. |
So, now we run up against the idea of whether foreign teachers should use any Japanese at all in class. To have it prohibited is not a big surprise. We are there to provide natural sounding English. Keep in mind, too, that the moment students realize that their ALT can speak and understand Japanese, they figure they don't have to use English as much to communicate, whether in the classroom or outside. It may take a big effort to force them to use it 100% of the time. This is tough, because it takes a concerted effort between ALT and J staff, and I suspect that is not usually there. In the uni where I work, the 2 PT J teachers often visit my office space, and when students come to ask questions, the J teachers almost always refuse to use Japanese, and they point out in a very friendly but direct way that the students should practice their English. That's one example of our concerted efforts. |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Tue May 22, 2012 11:31 pm Post subject: |
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The JET program is fond of telling people that every situation is different. Some of the JTEs I have worked with ask me questions before and during the lessons. Many don't. Even when explaining cultural things, such as the definition of "Mexican-American", a JTE will often give wrong answers rather ask the white guy standing there.
I'm with a dispatch company and I have spoken to my superviser, who told me that JTEs vary a bit with their use of the ALT. The company's main concern is that the contract relationship with the schools goes smoothly. I personally do not want to rock the boat, either.
It seems as the JTE want control of the classroom and may be reluctant to give up that power and potentially lose face in front of the students.
Yes, the JTEs have heard me speak Japanese and know that I have been here for several years. They still frequently tell the students that I can't speak Japanese. (Even though I frequently use Japanese with the kids when we are proofreading their writing.)
I do make attempts at predicting what the JTEs want and will come to them with a suggestion for a game or activity related to an upcoming lesson. They have a little pow-pow and let me know yea or nay. Frequently, I am told that "there is no time" for my game. So I read from the book and smile a lot. |
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Kionon
Joined: 12 Apr 2008
Posts: 226
Location: Kyoto, Japan and Dallas, Texas
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| Posted: Wed May 23, 2012 12:06 am Post subject: |
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Amarok,
I would quit. Period. I love living in Japan, but I love teaching more. To put up with the situation you describe would be soul crushing. There's no way I could go to work each day. I'd leave Japan before I became a "bare minimum" ALT. Period.
| Glenski wrote: |
| "Should" does not translate to reality, as you know. Many JTEs got burned from previous poor quality ALTs, whether those ALTs were untrained or simply had a lackadaisical attitude. Others just don't agree with the whole ALT system yet have it rammed down their throats, so they just get by with the minimum. It doesn't matter to them what they "should" do. |
Glenski, at this point you've known my views on things for long enough that you should also know I don't consider those valid excuses. I think the ALT system has serious problems too, but we either work together or we fail the kids. If it doesn't matter to JTEs what they "should" do, because they can't get beyond the fact that the ALT system is the problem not me, then that's not really something I should be terribly sympathetic about...
| Quote: |
| Back to reality, though. Many (most?) do not, and the JTEs know this. Even though their own educational training may include psychology, counseling, and literature courses as well as some grammar courses, they may resent being paired with someone with a degree in art, geography, biology, or math. Can you really blame them? Try seeing it from their side. |
Can I blame them? No. Have I not complained about the same exact thing? Of course I see it from their side. However, I do have the English degree, I do have the background, and I should not be judged by by the actions or backgrounds of other ALTs. If every JTE is different, and I can work with that, I have the professional expectation that I will be afforded the same courtesy.
Maybe one day my actions will get me in trouble. One day maybe I'll throw up my hands in frustration and leave Japan. Maybe one day I'll be put on some sort of BoE blacklist and never hired again... Until that day comes I will continue to assert, respectfully and politely of course, that I have a coeval role to play in the ALT/JTE relationship. So far, it's won me nothing but top-notch evaluations from the JTEs I have worked with, one of which has even agreed to write me a letter of recommendation in Japanese should I ever need one.
So, either I'm damn lucky, or I have had exceptional JTEs in most cases, or I've used up all of my positive karma in one go and it'll be horrific from here on out... |
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Glenski
Joined: 15 Jan 2003
Posts: 12844
Location: Hokkaido, JAPAN
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| Posted: Wed May 23, 2012 1:52 am Post subject: |
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steki,
Yup, JET's motto for ALTs is ESID (every situation is different). I am not surprised at all to see what you have written about your own experience.
One piece of advice about mistakes the JTEs make. Do not correct them in front of students if possible, but make sure they know their error ASAP later. You might want to approach them carefully about this, and it's up to you to decide whether you want them to know how open you are to bouncing cultural questions off you before they spew them out in class. I'd try that route, if it were me.
Kionon,
Yes, I know your ideals, but you are probably in a unique situation. I say that based on the many other reports from ALTs in the last 14-15 years that I have been on forums. Fight the fight you wish, but realize that ideals and realities are quite different. Working together with a JTE may not always be possible, and that's the plain truth no matter how long a foreign teacher may have been in Japan or what their level of Japanese is. Your expectation of professional courtesy may fall flat on the wrong JTE, and quitting may not be a simple option as you put it when you say that you would just quit.
Perhaps a bigger question lies in addressing reality as follows. How would you suggest that other ALTs approach their relationship with JTEs when there is clearly an unequal role at play? Keep in mind the following limitations:
* You may have an old JTE who does not approve of the ALT situation in general, for whatever reason.
* Probably most ALTs do not have your background in education, nor your level of Japanese. (This is probably the most key point.)
* JET and dispatch ALTs are in slightly different situations. Just quitting at one school may or may not be an option. |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Wed May 23, 2012 4:25 am Post subject: |
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| Glenski wrote: |
steki,
Yup, JET's motto for ALTs is ESID (every situation is different). I am not surprised at all to see what you have written about your own experience.
One piece of advice about mistakes the JTEs make. Do not correct them in front of students if possible, but make sure they know their error ASAP later. You might want to approach them carefully about this, and it's up to you to decide whether you want them to know how open you are to bouncing cultural questions off you before they spew them out in class. I'd try that route, if it were me. |
Very true. I have made a point NOT to correct JTEs in class. A former co-worker warned me of that. He corrected a JTE's spelling and the entire teaching staff stopped talking to him for a couple of weeks. Extreme, but that was their reaction. Perhaps he was a bit rude about, I wasn't there. |
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steki47
Joined: 20 Apr 2008
Posts: 1029
Location: BFE Inaka
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| Posted: Wed May 23, 2012 4:25 am Post subject: |
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While I'm at it, will add some more details.
Last year's JTEs asked me to help check homework, help pass out worksheets and ask the students the day and date during opening aisatsu. This year, two of the new JTEs have explicitly asked me NOT to check the kids' homework, don't let me help pass out worksheets and they ask the day and date. I stand there smiling.
These are of course small things, but they can add up to a pattern.
Either:
1. The JTEs want to do everything and maintain control
2. I have done something for them to not trust me (wracking my brain and can't think of anything)
As far using Japanese, I use it a lot at work. Many of the JTEs and all of the other teachers speak with me in Japanese. I don't use it when I am teaching/explaining, but will use Japanese in one-on-one sessions when proofreading. Never had an issue with that.
At first, some of the admin staff did not realize I was speaking Japanese to them. "Eigo zenzen", etc. They eventually got it.
Over all, I enjoy the job and the overall lifestyle. These are petty gripes. |
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Kionon
Joined: 12 Apr 2008
Posts: 226
Location: Kyoto, Japan and Dallas, Texas
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| Posted: Wed May 23, 2012 4:35 am Post subject: |
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| Glenski wrote: |
| Perhaps a bigger question lies in addressing reality as follows. How would you suggest that other ALTs approach their relationship with JTEs when there is clearly an unequal role at play? Keep in mind the following limitations: |
All righty, I'll play:
| Quote: |
| * You may have an old JTE who does not approve of the ALT situation in general, for whatever reason. |
I had one of these, which I've mentioned. I did give up with him, but he was one of multiple JTEs, and I had other opportunities to work with the students outside of his classes.
| Quote: |
| * Probably most ALTs do not have your background in education, nor your level of Japanese. (This is probably the most key point.) |
Yes, and this is the biggest problem with the entire ALT system.
See, I am an odd duck. When I was 14, I decided I wanted to be an English teacher. What's more, I started learning Japanese because I was absolutely convinced I would end up a JET (at the time, I thought JETs were like my French teachers, you know foreign language instructors in the Japanese school system). My actual roadmap would be full of detours and my eventual career in Japan would almost be by accident.
When I got to college, I actually decided to become a music education major--by my sophomore year I realised I loved teaching and I loved music and I HATED them together. So English became my major and music became my minor. Then a transfered universities because another dream of mine was to be a naval officer, was an officer cadet for two and a half years as I finished my degree, applied for JET, was turned down, then I worked in politics, but it didn't pay enough, meanwhile there were no teaching jobs worth taking... I ended up getting into a bit of debt, and so I took a position in Korea until my debt was paid off. Then when I realised there still weren't any teaching jobs back home--I threw my resume up here on Dave's ESL, and wondered what I'd get. And that was how I ended up teaching in Japan just like 14 year old me swore I would. ...I also teach trombone on the side with the music teachers sometimes. So there's that, too.
I have learned from years on forums like this that I'm a rarity (actually, I'm more of a Twilight Sparkle *rimshot*), so I ask you, can you blame me for being put out by the typical background of those who come to Japan for one or two years out of undergraduate as if this was just a waiting room until they get on with their "real jobs," when, like the other AETs you mentioned, this is my real job, and is exactly where I want to be and what I want to be doing (at least one of the career choices I wished to pursue, that is). Yes, I realise to really be where I want to be I need a teaching license, but it's on the agenda...
What I would recommend for the ALT who really wants to do more... is offer. Offer to make materials. Offer to plan lessons. Offer to come up with games. Offer to tutor for eiken. Offer to supervise clubs and make sure you're using English when you do. And keep offering, even if rebuffed.
Show an interest in teaching methodologies. Ask questions. And like offering, keep asking questions, even if rebuffed.
Make a show at your desk of using your downtime for studying the textbooks, the lesson plans, the materials, Japanese, and in my particular case, I made a big show of learning how to teach everything I could about sentence structure using the Japanese terminology. Very early on, I was asked why I was doing that, I answered honestly, "Well, how else am I supposed to eventually teach grammar in Japan to Japanese students without being able to use Japanese vocabulary for the English parts of speech?" This let the JTEs know I was serious about it--even if they didn't actually let me teach grammar immediately. They did eventually.
I feel if an ALT makes a solid effort to act like what I did when I was in student teaching (JTE student teaching is laughable, I mean real takes several weeks or a semester and you get credit for it student teaching), then that gives you a lot of latitude somewhere in the second or third trimester, and then if you end up at the same schools for more than a single year, you will be treated much more like part of the staff in general. Also, if you work with the same BoE for years, like I did, your reputation gets around to other schools you eventually work for, and then you don't really need to do it over.
This is not feasible for a one year or two year person. I suggest they simply try to be as active as they can be. At least cheerful and helpful, and always showing a propensity to learn more and do more.
| Quote: |
| * JET and dispatch ALTs are in slightly different situations. Just quitting at one school may or may not be an option. |
I say if it's majority shitty, you quit. If it's majority good, you stay. Amarok made it sound like every school he has ever worked at, including any schools he has worked for during the same period have treated him like an object. In that case? Quit all schools. Possibly take that Alaska job and learn Inuit. You'll be making more of a difference to lives that way...  |
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