Japanese for ALTs Online

Online Beginning Course: Japanese for ALTs

Every year, Japan receives an influx of foreign English-speaking people who will work as
assistant language teachers (ALTs) in elementary, middle and high schools around Japan. The
most popular programs are the Japan Exchange and Teaching Programme (JET) and Interac. In
2014, JET sent a total of 4,101 foreigners to Japan for their first year as an ALT and Interac
employs approximately 2,750 foreign ALTs on a yearly basis (JET, 2014; Interac, 2014). Too
many ALTs working in Japan move to this country with little to no prior experience with the
language.
Typically, ALTs are younger people who have recently received their undergraduate
degrees in any field (from engineering to art history to Japanese), since simply having a
Bachelors degree is the only academic requirement for these programs. Neither JET nor Interac
states on their websites that speaking Japanese is a requirement to be accepted into their
programs. The JET website states: you can applyeven if you do not speak any Japanese.
However, if accepted you are expected to make a continual effort to learn and improve your
Japanese skills in order to better communicate with the people around you (JET, 2014). In my
personal experience, I was not encouraged to learn Japanese until I moved to Japan as a JET
ALT. In light of this information and upon reflection of my own experiences learning Japanese as
an ALT, I was motivated to investigate the need for and create a Japanese for Special Purposes
(JSP) course focused on beginning Japanese for new ALTs moving to Japan on their own or
through a program like JET or Interac, but who have no prior Japanese language learning.
Literature Review
The job of an ALT is to work in Japan as an assistant language teacher. For many, this
means working at multiple schools and various levels, from pre-school aged to high-school level.

Japanese for ALTs Online

Therefore, ALTs are working with multiple schools and any number of Japanese teachers of
English (JTEs) any given week. In an article about problems between JTEs and ALTs, Ohtani
(2010) writes that, A major problem at school sites is the language barrier between Japanese
teachers and ALT teachers (p.5). Although she then goes on to recommend that Japanese
teachers should improve their English skills, she also makes the comment that, It is ironic when
the goal of the [JET] program is to foster international understanding that those involved in
teaching the program fail to achieve international understanding among themselves (2010, p.5).
In other words, although JTEs should be encouraged to bolster their English skills, it is important
that ALTs come to the job ready and willing to break down communication barriers by having (at
least) a basic level of communicative Japanese. To do that, ALTs need to be equipped with basic
formal and polite Japanese language abilities that they can communicate generally across
survival, personal and professional situations.
Evidence that supports a need for pre- and in-service Japanese classes comes from Scully
(2001) who conducted numerous case studies of JETs in rural Japan. Eight of her subjects had
definite plans to leave [Japan] after one year; they name communication problems, as one of the
main factors in their decision to move on (p.16-17). Scully (2001) states that language barriers
were a problem, however most of the ALTs she interviewed did not take Japanese classes or
interact with native Japanese-speakers on a daily basis. This is particularly important because
ALTs are in contact with JTEs everyday, which could indicate that JTEs were not using Japanese
when addressing ALTs, either. In my personal experience, I believe this has to do with time
constraints. If an idea can be communicated to an ALT in English quicker, the JTE is more likely
to make use of their English because JTEs are extremely busy working 12 or more hours at
school every day, including weekends. However, Scully (2010) also states that issues

Japanese for ALTs Online

communicated by the six case study interviewees included that Japanese English teachers
were sometimes defensive about their own foreign language skills and clearly intimidated about
conversing with young foreigners in English (p. 18). This provides another reason for ALTs to
arrive in Japan and to their jobs with, at least, a basic communicative competency in Japanese.
Needs Analysis
My Experience
The needs analysis for this project began with my experience as an ALT for three years in
rural Japan. When I moved to Japan, I had not had any prior Japanese language instruction. I
could not even briefly introduce myself or greet my coworkers and superiors politely without
reading a script someone had written for me in romaji (the Romanized Japanese alphabet).
Although JET provided ALTs in my prefecture (Saga-ken) with a week of intensive basic
Japanese, it was still too far above my novice level because the course assumed that all of us
could read the two other scripts in Japanese: katakana (used for writing foreign/loan words) and
hiragana (Japanese syllabic script). I could not read any of these when I began JET, though I
taught myself the katakana and hiragana scripts, which each contain 46 syllabic symbols,
through memorization independently. Looking back, after learning those two scripts, my life
became much easier in Japan because I could then read and understand basic survival words such
as food products, medicines, destinations, etc. In conjunction with this, JET also provides its
ALTs with Japanese language textbooks titled The JET Japanese Language Course, created and
distributed by CLAIR (the Council of Local Authorities for International Relations). However, I
found these to be largely useless as they focused on lessons such as holidays or talking about
birthdays or the weather, when what I needed in the language was to be able ask for food,
navigate a hospital, communicate with my Board of Education (BOE) and my coworkers and

Japanese for ALTs Online

students and generally more survival and work-focused language. In addition, these textbooks
were written entirely in romaji, therefore lacking any practical reading opportunities or exposure
in the target language. After a year in Japan, I was finally able to locate a Japanese tutor who also
spoke English to teach me Japanese once a week. This was fortunate because I lived in such a
rural town. My tutor was able to teach me for about six months before she moved to England and
I was on my own again. Although I prepared for the Japanese Language Proficiency Test (JLPT)
and passed level 5 (the lowest level) in my third and final year, I still felt that my Japanese ability
was at the beginning level.
I believe that had I entered the JET Programme with a solid foundation of basic Japanese
and an ability to read the two scripts, I would have had more chances and more confidence to
improve my Japanese during my time as an ALT. I needed something before I departed for Japan
that would give me the understanding of basic Japanese. But I also needed guidance while I was
in Japan to help me take advantage of all the opportunities for language and culture learning that
were available to me.
ALTs Survey
In addition to my personal experience, I was able to conduct a survey through
SurveyMonkey.com. It contained 19 questions that were based upon my personal experience and
conversations with current and past JETs that I worked with. There were some background
questions, such as Did you have any formal or informal Japanese instruction before you moved
to Japan? If so, how many years did you study Japanese? Other questions targeted the ALT
experience more directly by asking participants to rank the areas in which they had the most
difficulty with during their time in Japan, these included office communication, classroom
communication, enkai communication, BOE communication, survival language and other. The

Japanese for ALTs Online

remainder of questions aimed to allow ALTs to elaborate on their experience through open-ended
questions where they could write short answers, such as Before entering the JET Programme,
was there anything about Japan and/or Japanese that you wish you had known?
I collected data from former and current ALTs on the JET Programme by posting the link
to my survey on Facebook.com and LinkedIn.com. I received 40 responses. Of the 40 responses,
English was the first language of 39 participants. One person said that Spanish was their first
language, but they felt better with English. They ranged from 25-52 years old. Seventeen of the
participants were male, 23 were female. In response to the question of when they began their
time as an ALT, the responses ranged from 1988 to 2012. Of the 40 survey responses, 9 people
worked as an ALT for only 1 year, 12 for 2 years, 11 for 3 years, 2 for 4 years and 3 for 5 years.
The remaining two people skipped the question or put 1996-2010, which may indicate that they
worked for the JET Programme at two different times. The demographics of participants
included 31 Americans, 3 Canadians, 3 Britons, 2 Australian and 1 from Honduras. Eighteen
ALTs worked at elementary schools, 28 worked at junior high schools (some ALTs worked at
both elementary and junior high schools) and 18 worked at high schools. According to the
survey, ALTs worked with anywhere from 2 to 20 or more JTEs on a weekly basis. When asked
if ALTs had any formal Japanese instruction before moving to Japan, 11 answered that they had
no instruction, 5 answered that they had done informal, self-studying and 24 answered that they
had had formal Japanese instruction ranging from junior high school to a Bachelors in Japanese.
Although over half of the participants stated they had had formal training, only a few earned
their BA in Japan, while the rest either had only junior high and/or high school training. Since
you must possess a BA to participate in the JET Programme, this suggests that of those 24, many
had not studied or used regularly their grade-school Japanese, which helps to build a case for

Japanese for ALTs Online

remedial Japanese or opportunities to refresh their previous studies, which may have been largely
forgotten.
According to the survey, when asked to rank what area of Japanese posed the most
difficulty for ALTs, participants indicated that office communications, survival language and
BOE communication were the top three areas in which they struggled. See the figure below:

Figure 2: Areas of Difficulty. This figure shows the most difficult language areas in Japanese.

Those who answered Other indicated issues such as picking up women, communicating
with my Japanese hockey teammates and friends, communicating that I was queer, socializing
outside of work, going to the doctor or dentist and understanding local dialect issues. When
asked if language or culture seemed to be the bigger problem, ALTs responded that language
was, by far, the most difficult. (See Figure 3.)

Japanese for ALTs Online

Figure 3: Area ALTs struggle with most. This figure shows where ALTs found the most difficulty.

Other issues cited as difficult ranged from feeling isolated, to code switching, to reading
kanji. Those that chose language or both were asked to expand upon that answer. Of the 29
responses analyzed by myself, reading and speaking were cited as the most difficult, with writing
a close second. Listening, though a challenge for some, seemed to be less of an overall concern.
For those who said culture or both, the main issues cited were misunderstandings
regarding the work culture in Japan, feeling like Japanese coworkers were xenophobic or
stereotyping ALTs, male and female roles in the work place and professional hierarchies. When
asked to illustrate specific miscommunications that ALTs experienced and what the outcomes of
those miscommunications were, many stated experiences that combined both language and
cultural differences. Overall, the difference in directness seemed to be an issue. In Japanese
culture, the language is structured so that speech is polite and aimed not to offend, thereby often
perceived as equivocating by English speakers, who prefer directness. These cultural and
linguistic miscommunications seemed to cause stress and bitterness in the ALTs. Some excerpts
from the surveys that illustrate this are included below:

Japanese for ALTs Online

1. A realty company miscommunicated to me that theyd be able to help me find an

apartment in Tokyo, but that turned out to be a crock of shit, as 80% of the potential
apartments had landlords who forbid foreigners from boarding. This issue was never
resolved because I left the country.
2. When I was doing a homestay as an undergrad, I was given a choice. My host
mother asked me if I wanted to go home or go to the mall with the kids. I said I was
tired and wanted to go back home, but then my host mother said, But tonight is me
and my husbands date night I was a bit ticked off at having been asked when I
didnt really have a choice, and said (with some irritation I couldnt quite hide) that
Id go to the mall with the kids. I still dont know if I missed something earlier, or if
this was a strange case of unnecessary tatemae [honne and tatemae are a persons true
feelings versus their public actions or language], or what.
3. The main miscommunications I had were with other teachers at school, and were
mainly related to Japanese peoples being indirect, or just poor at communication
like not being asked to prepare things in sufficient time before classes then expected
to deliver them anyway. I am not actually the best communicator myself, and I really
felt for how busy teachers were. So, in some cases I suggested having regular
meetings, but when this did not become a reality I didnt push it and instead just
learned to live with the situation and developed my own strategies in relation to
[lesson planning] e.g. always having something prepared and knowing several
games require no preparation.
In line with the bitterness expressed by the ALTs surveyed, when asked about coping with
cultural difficulties, about half of the responses were negative with comments such as [I] nearly
killed myself several times, Dont try, they dont want to deal with foreigners, Honestly, by
the end of my second year, I just stopped caring. The other half suggested learning more about
the culture, reading about it, being open-minded and realizing that Japanese culture is different,
not necessarily bad (which still hints at bitterness). When asked if there was anything ALTs
wish theyd known before moving to Japan to work, overwhelmingly, participants said they wish
they had had a better grasp of the Japanese language. When asked what advice these ALTs would
give to JET participants, again, answers were significantly to learn some Japanese language and
learn about the culture pre-departure. From the survey results, I believe it is clear that a basic

Japanese for ALTs Online

understanding of Japanese language and cultural exposure is necessary for ALTs to be successful,
comfortable and capable in the Japanese professional environment.
JTE Survey
I also conducted a survey for JTEs in Japanese. This survey consisted of 20 questions and
a Liket scale with questions pertaining to the JTEs experience, time working with ALTs and
perceptions about working with ALTs. I posted on Facebook.com and LinkedIn.com, however
the results were not as robust. Only 5 people participated, 4 with Japanese as their first language
and one with English. They ranged from 20-47 years old, with one participant not answering this
question. Two were male and 3 were female. One teaches at an elementary school, 3 at junior
high school and 1 at high school. Three respondents said they had worked with ALTs for 3, 4 and
19 years. The remaining stated they were not teachers, but did not elaborate on their connections
working with ALTs. The JTEs reported that they work with ALTs from weekly to once a month.
When asked where JTEs felt they had the most difficult time communicating with ALTs, the top
three areas were office communication, BOE communication and classroom communication. In
addition, issues with pre-planning lessons and details about an ALTs contract and using the local
dialect were cited as issues. When asked if Japanese language or culture were the most difficult
for JTE/ALT interaction, JTEs indicated that both language and culture were equally a problem.
Two JTEs stated that subtle language nuances and vocabulary mistranslations were an issue.
Culturally, a JTE stated that the perceptions of time-off (nenkyu) for Westerners versus Japanese
are different and that there was a depth of cultural understanding or sensitivity missing with
some ALTs towards this issue and others. In addition, using a 4-point Likert scale (to avoid
neutral answers), JTEs were asked 12 questions. They could respond with strongly disagree,
disagree, agree and strongly agree. Below are the results in Figure 4 below.

Japanese for ALTs Online

Questions
1. My ALT and I communicate
on a regular basis.
2. It is easy for me to
communicate my needs and
wants to my ALT.
3. I wish my ALT spoke more
Japanese in the work place.
4. My ALT does not speak
Japanese very well or at all and
it has caused problems in the
work place.
5. My ALTs work place
behavior is often inappropriate.
6. I have tried to speak with my
ALT about problems we have
had, but my ALT does not
understand me or what I need
from them.
7. My ALT is aware of
expectations they need to meet
in the work place.
8. I have never had any
language or cultural problems
with my ALT.
9. I do not like working with
ALTs because it is too difficult
to communicate with them.
10. My ALT struggles with
classroom management.
11. My ALT strongly relies on
me to translate and help them
navigate the work place
environment.
12. My ALT is a burden to me
because of their low Japanese
ability.

10
Strongly
disagree
1

Disagree

Agree

Strongly
Agree
0

Figure 4: JTE Concerns with ALTs. This figure shows how JTEs feel towards ALTs.

Although this sample only consisted of 5 JTEs opinions, it could be interpreted as indicating that
problems have arisen between ALTs and JTEs because of a language barrier and cultural
differences. When asked what JTEs wished ALTs knew before coming to work in Japan, the

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majority said they wished ALTs knew some basic Japanese language. In terms of advice for ALTs
with no Japanese, JTEs said that a willingness to communicate in Japanese and getting a tutor or
language classes would be the best ways to improve relations.
Implications and Course Development
The evidence gathered from my personal experience, the experiences of former and
current ALTs and JTEs clearly points to the need for ALTs working in Japan to have a basic
understanding of Japanese when they arrive at the work place in-country. It appears that office
communication, BOE communication, classroom communication and survival language are all
major language areas where both ALTs and JTEs wish that ALTs had Japanese knowledge.
Therefore, this course will be designed to meet these primary needs.
The course aim is to prepare ALTs for working and living in Japan through pre-service
foundational skills and authentic task-based learning that can be completed in-service. The preservice portion will reflect the need that ALTs have pinpointed for the ability to read and speak
basic Japanese and use survival language. The rest of the course will occur in-service and include
tasks that will help ALTs and JTEs navigate office, BOE, classroom and social communication.
The course will be self-guided and conducted online via Coursesites.com (aka Blackboard), so
that ALTs from across the globe can access the course as they prepare to move to Japan and when
they arrive in Japan. The role of the instructor (called Course Contact) is to provide learners
with access to multiple and varied sources online, as well as create short assessments which
learners can use to judge their own progress and readiness to advance. In addition to activities
that learners can access via Blackboard as provided by the Course Contact, other online teaching
tools will be utilized (such as quizlet.com and online workbooks) to maximize access and allow

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students to target the three skills they felt they needed the most work on based on the needs
analysis (reading, writing and speaking).
The course will be an extensive course that is structured using 16 modules that span 17
weeks. The first 8 weeks are pre-service and will focus mainly on language to help ALTs build a
strong foundation in reading and writing Japanese before they leave their home countries. Week
9 will not have a module because most ALTs will have some sort of orientation (in Tokyo, if in
the JET Programme) and/or a week to get settled into their new surroundings. From week 10-17
will be in-service weeks when ALTs can begin using their Japanese reading and writing as well
as speaking. However, most of the time, ALTs will be arriving to their job postings during their
students summer breaks (August). Therefore, while some materials may seem obvious, they will
be used as practice for learners who are in the office on a daily basis with no students to teach
thus allowing for plenty of study time. Learners will be asked to complete real-world tasks in
each module for both productive (speaking and writing) and receptive (reading and listening)
skills. Each lesson is designed to take one hour, though ALTs can work at their own pace, review
and repeat modules as desired.
Lessons for the writing of Japanese scripts will include practice writing and translating
from romaji. Repetition will be used based on studies (Douglas, 1992; Yamashita & Maru, 2000;
Stubs, 2003) that reveal that beginning learners make effective use of rote memorization of
characters and the scripts. In addition, the kanji that will be taught will be from the first 100 most
common kanji as taught in the digital workbook The Frist 103 Kanji: Japanese Style
Workbook, which was created to allow Japanese language learners to study for the JLPT N5. It
will also focus on the use of radicals in the Japanese language. Although word meanings cannot
usually be deciphered based on radicals alone, knowledge of these can help Japanese learners

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with some meaning interpretations, but mostly with writing and following stroke order, as well
as breaking kanji down into more digestible parts or learning blocks for learners. This is
important for the Japanese writing system because, as Yamashita and Maru (2000) reported,
when learners make connections to previously learned ideas (or in this course, radicals), making
connections between those learned things and kanji can help students acquire this writing system
more effectively. In these lessons, there is a strong emphasis on language so that students can
work on their basic skills before studying more complex communicative and cultural aspects of
Japanese.
As the course continues and ALTs begin their in-service lessons, both language and
culture will be integral parts to each module, as Japanese is heavily influenced by societal
expectations and situation-specific norms (Bachnik, 1992; Matsumoto & Okamoto, 2003). That
is to say, each situation in Japanese calls for a specific register of language. As with any
language, there are both formal and informal registers in Japanese, though for the purposes of
this course, formal and polite generalizable Japanese will be focused on so that ALTs can use
their Japanese as they are learning it, yet be respectful and communicative. In addition, the
materials that focus on explaining cultural differences or key points will be provided in the first
language (English) to promote deeper awareness and understanding.
Assessment
The role of assessment in this course will be mainly traditional (short quizzes) and
formative to provide students with feedback regarding their progress throughout each day of
each weekly module. Summative assessments will be used at the end of each module so that
learners can self-assess and decide whether or not they are ready to progress to the next module.
These assessments will be criterion-referenced. It will be recommended that learners achieve a

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90% on each summative assessment before moving on to the next module. This high cut-off
score is recommended so that learners can ensure that they have mastered a majority of the
material before progressing. If learners cannot achieve this cut-off score, then it will be
recommended (though, not mandatory) that they do remedial work on that module and re-take
the summative exam to achieve 90% before moving forward.
Alternative assessments will also be used during the course via language learning
feedback from native Japanese speakers both in the in-service field and online using a website
called Lang-8.com. Lang-8.com allows language learners to answer prompts during the course in
the target language. On this site, learners post written material and get feedback from native
speakers (most of whom are also learning English or another language). This feedback will allow
learners to make corrections to their writing and notice their errors. Alternative assessments in
each module will also be used so that many different learning styles can be addressed. Weekly
journals in the first language on the course website will also be used so that learners can give self
feedback and answer questions about their own learning of Japanese to foster more learner selfawareness and let fellow ALTs know which study techniques work best for them so that they can
continue utilizing those. Also, discussion boards will be posted for each module so that learners
can share tips, frustrations, ideas and experiences. In addition, learners can ask for help or
feedback from their peers who are studying the same modules.

References
Backnik, J.M. (1992). The two faces of self and society in Japan. Ethos 20 (1) 3-32.

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Grainger, P. (2005). Second language learning strategies and Japanese: Does orthography make a
difference? System, 33, 327-339.
Interact: Enrich Through Education... (2014). Frequently asked questions. Retrieved from
http://www.interacnetwork.com/recruit/jhelp/jfaq.html
Matsumoto, Y. & Okamoto, S. (2003). The construction of the Japanese language and culture in
teaching Japanese as a foreign language. Japanese Language and Literature 37 (1) 27-48.
Ohtani, C. (2010). Problems in the Assistant Language Teacher System and English Activity at
Japanese Public Elementary Schools. Educational Perspectives, 43, 38-45.
Scully, E. (2001). Working as a Foreign English Teacher in Rural Japan: JET Instructors in
Shimane Prefecture. Retrieved from http://eric.ed.gov/?id=ED452725
The JET Programme. (2014). JET Programme participant numbers. Retrieved from
http://www.jetprogramme.org/e/introduction/statistics.html
Yamashita, H. & Maru, Y. (2000). Compositional features of kanji for effective instruction. The
Journal of the Association of Teachers of Japanese, 34 (2) 159-178.

Japanese for Assistant Language Teachers Introduction Syllabus

Duration

17 weeks
Weeks 1-8: Pre-departure

Japanese for ALTs Online

Main Contact
Course Website
Required
Materials

16

Week 9: Tokyo Orientation

Weeks 10-17-: Post-arrival in Japan
Moriah Kent
moriahkent@gmail.com
Student account - Momo1204
https://japaneseforalts.coursesites.comhttps://japaneseforalts.coursesites.com
/
1. Reliable Internet access
2. A computer
3. A printer

How to join the Course:

1. Go to the course website above and choose this course to request an invitation.
2. Wait for the main contact to send you an invitation email.
3. This email will come from sender no-reply, if you did not receive it in your inbox,
check your trash and spam.
4. Once you receive your invitation, you will need to click on the link in the invite to create
your account for the course.
5. Youre ready to begin!
Course Description: This course is for assistant language teachers (ALTs) who will be moving
to Japan to work, but have little to no previous Japanese language instruction. It is a self-guided
course that you will access online at anytime. The course curriculum is located on the website
under Course Information.
Course Aim: to prepare ALTs for working and living in Japan through pre-service foundational
skills and authentic task-based learning that can be completed in-service.
Student Expectations:
1. ATLs should plan to spend approximately one hour per lesson/5 hours per module.
2. There will approximately 15 minutes of homework for each lesson/ 2.5 hours per module.
3. Students are expected to take learning into their own hands.
Course Objectives:
Students will learning how to read and write hiragana, katakana, radicals and the 1st 100
most common kanji.
Students will become more familiar with cultural expectations in both professional and
personal environments.
ALTs will learn how to communicate in formal, polite Japanese in personal and
professional environments.
ALTs will become exposed to Japanese culture through various activities and readings.
Required websites/downloads: To get the most out of this course, you will be required to make
personal accounts on other websites and manage them during your learning. *Please use
usernames and passwords that you can keep track of while you are learning Japanese.
www.coursesites.com

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www.lang-8.com
http://nihongoichibandotcom.files.wordpress.com/2012/09/kanjibookjlptn5.pdf

Course Curriculum
Week

Module Themes

Descriptions

Japanese for ALTs Online

1(pre-service
modules)

Introduction to the
Japanese language

Learning Hiragana

Learning Katakana

Learning Radicals

Learning Radicals

Learning the first 56

most common Kanji

Learning the second 47

most common kanji

Survival Japanese

9
10 (in-service
modules)

Tokyo Orientation
BOE Communication

11

Office Talk and Rituals

12

Classroom
Communication

18
ALTs will be introduced to the Japanese language as a
whole. An introduction to the writing systems and their
origins will be provided. Students will be come familiar
with the different readings of kanji and the challenges
they may face when studying Japanese. Study strategies
will be suggested. ALTs will also be introduced to the
course outline, syllabus and the way to navigate the
course site. Romaji will be introduced, but will be no
longer used after week 3, when students begin learning
radicals and kanji.
ALTs will learn how to read, write and pronounce
hiragana. Some isolated survival vocabulary will be
introduced in this lesson.
ALTs will learn how to read, write and pronounce
katakana. Some isolated survival vocabulary and loan
words will be introduced in this lesson.
ALTs will master reading, writing, meaning and
pronunciation of the first 50 most common radicals used
to write kanji.
ALTs will master reading, writing, meaning and
pronunciation of the next 50 most common radicals used
to write kanji.
ALTs will begin studying the first 56 most common kanji
as well as begin building up their vocabularies. They will
learn both the onyomi (Chinese reading) and kunyomi
(Japanese reading), the history of kanji and how to read,
write and pronounce the kanji using the hiragana and
katakana they have already learned.
ALTs will continue studying kanji by mastering the
second 47 most common kanji as well some simple
grammatical structures.
ALTs will begin learning survival Japanese such as selfintroductions, ordering food at restaurants, buying food at
the grocery store or konbini (convenience stores), going to
the dentist/doctor, apartment information, etc.
NO MODULES FOR THIS WEEK.
This module will focus on BOE communication, which
can be done via telephone or in-person. ALTs will practice
making phone calls to request nenkyu (vacation leave) or
byokyu (sick leave).
ALTs will learn office vocabulary, morning greetings, how
to leave in the afternoon, approaching your JTEs,
scheduling and general school work place culture in this
module.
Classroom vocabulary, phrases and uses as well as
classroom culture will be explored in this module.

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13

Enkai Communication

14

Are you being rude?

15

Navigating Cultural
Differences

16

Making friends

17

Dating and sexual

identity in Japan for
women and men

19
This module will address the enkai (work party) structure,
etiquette and some topics that ALTs can bring up to get to
know their coworkers. In addition, behaviors and
activities common to enkai will be addressed.
A deeper look at keigo (polite Japanese) will be explored
in this module. ALTs will the difference between polite
and informal Japanese and when to use which.
This module aims to make ALTs more aware of cultural
differences between Japan and English-speaking countries
both in social and professional settings as well as provide
a framework for Japanese behaviors that may be causing
ALTs stress or confusion.
In this module, ALTs will begin putting to use their
vocabulary and learning ways to engage their
communities outside of work.
Gender roles, dating conventions, stereotypes and
common vocabulary for talking to the opposite sex will be
taught in this module.

Office Talk and Rituals In-Service Module (Week 11): Day 1

Language area: Japanese office phrases, greetings

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Students: beginners of Japanese who will be ALTs

Time: 60-minute online module
Lesson topic: Office talk and rituals
Overview of goals:
1. Language To introduce students to office phrases and greetings/leaving work language.
2. Content To expose students to how office life works in schools in Japan. In addition, this
module can be completed during summer work hours so that students can connect with
coworkers.
Introduction: (20 minutes) Purpose: to let students read about office life in Japan and begin
thinking of differences between what theyre used to and what they will be expected to do in
Japan.
Procedure: Students the article linked on the website.
Activity 1: Practice (15 minutes) Purpose: To give students a chance to learn and use new
vocabulary.
Procedure: Students will study new vocabulary online using quizlet.com cards linked for them.
http://quizlet.com/62217254/flashcards
New vocabulary includes: Good morning/, Thanks for a great days work
/, Thank you so much for all your hard work and helping me/everyone
do a great job/ , Im so sorry Im leaving work before you/
, Excuse me/ , Your name stamp/ , The office/

Activity 2: Play a game (5 minutes) Purpose: To allow students to practice their new
vocabulary in an isolate environment.

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Procedure: Using the quizlet.com scatter game, students will practice their vocabulary online.
<http://quizlet.com/62217254/scatter>
Reading: Cultural Understanding (10 minutes) Purpose: To allow students to become
familiar with office dos and donts through reading about it.
Procedure: Students download and read the short handout about office dos and donts.
Activity 3: Task (10 minutes) Purpose: Based on the information from the reading, students
will study new vocabulary by guessing from context and speaking with a coworker or Japanese
friend to help you.
New vocabulary includes: Work party/, gifts/, Youve been rude/
, school lunch/, lets eat!/, what is that
food?/, cleaning time/ , supervisor/
, principals office/
Procedure: Students will fill out the questions at the end of the lesson on the worksheet, which
require them to read an article, but also they are encouraged to speak with coworkers or Japanese
friends to help them answer all the questions.
Homework: Students should practice their new phrases and vocabulary independently.

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Office Talk and Rituals In-Service Module (Week 11): Day 5

Overview of goals:
1. Language To introduce students to the titles of jobs in their school workplace.
2. Content To expose students to how office life works in schools in Japan office and to learn
about your desk and what it means. In addition, this module can be completed during summer
work hours so that students can connect with coworkers.
Warm-up: (5 minutes) Purpose: to let students review vocabulary and phrases from the
previous lessons this week.
Procedure: Students review via quizlet.com through a quick online game.
<https://quizlet.com/folders/13359028/spacerace>
Reading: kamiza & shimoza (15 minutes) Purpose: To let students read about the cultural
concepts of kamiza and shimoza and apply them to their own office experience.
Procedure: Using a chart from previous lesson, students are asked to apply these concepts to
their office and think about who is sitting in which positions and why that might be.
Activity 1: Create your office (20 minutes) Purpose: To allow students to practice their new
vocabulary in the office, get to know their colleagues and understand the work place hierarchy.
Procedure: Students should notice that there are groups of desks in their office and that those
desks are made up of teachers who teach a particular grade level. Within this group there is also a
hierarchy, with senior teachers closer to the Kocho and Kyoto sensei. Your task is to become
familiar with each grouping of desks and find out who sits where and what grade and subject
they teach by asking them. Since students will be completing this lesson during the summer and
many teachers will be absent, it is encouraged that they talk with those teachers who are present
and the office ladies who serve tea and snacks.

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Bonus: ask what after-school club they teacher, as well. Maybe you can join!?
Writing: Lang-8 (20 minutes) Purpose: To allow students to further process new information
and reflect on what theyve learned today.
Procedure: students need to use their lang-8.com accounts to write using as much Japanese as
possible. They should answer this prompt: What is different and what is the same about office
life in Japan/your home country? Tips: Try to use as much Japanese as possible. You can create a
dialogue. Focus on new vocabulary and phrases you have learned this week.
Homework: Practice your new vocabulary using quizlet.com or using your own methods and
study the seating chart because getting to know your coworkers is an important part of the
Japanese work environment. Also, knowing where you JTEs sit will help you when you need to
leave them activity ideas or need to speak with them.

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Module lesson screen shot:

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Office) Do's and Don'ts

DO...
Keep your phone on silent. If you need to make a
call, step out of the staffroom/office. In some schools,
it may be okay to answer/make the occasional inoffice call.
Make an effort to get to know your coworkers
through talking to them at school (if theyre not
busy), attending enkai (work parties) and accept
and offering invitations to hang out outside of work.
Join cleaning time. It'll help you talk to your
students and feel more like you're part of the school.
Bring omiyage (small gifts such as crackers, candy,
etc.) to your schools after going for a vacation. It
may be difficult to buy for all your schools, so buy
omiyage for your main schools. However, if you go
for a long vacation (i.e. back home), you should bring
omiyage for all your schools. Base what you buy on
the school's distribution system (One box on the back
table vs. One piece on each teacher's desk).
Have patience with seemingly strange
comments. Co-workers may not follow the same
cultural guidelines as you regarding what's
appropriate to say to a person. Comments such as
You are very big or You have put on weight! are
not unusual. Recurring exclamations and questions

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like "Wow! You can use chopsticks!" and "Do you like
rice?" are commonplace.

DON'T...
Important:Don't do something stupid that breaks school rules
or Japanese law. Examples include drinking and driving,
smoking/smuggling marijuana, and driving without a license.
If caught, you will lose your job and be deported.

Don't put up with crude comments from your students.

Sometimes you may be asked sexually related questions.
Figure out a strategy to combat these. You can be firm or you
can work out creative ways to brush off questions without
answering. One possible answer is to say shitsurei, omae,
which lets the student know they have been rude.

Don't complain about your work hours, salary, or job

requirements to co-workers. Many teachers at your
schools work longer hours, have more things required of
them, and may get paid less. If you have a legitimate
complaint, talk privately with your supervisor.

Don't get personally involved if you see a teacher

physically punish a student; Remember, things are
different here. If you see a teacher do something
inappropriate then you should tell your supervisor.

Don't forget about the various shoe rules (indoor,

outdoor, toilet and gym). Also, as a general rule, most of the
time you have to take off your shoes before entering the
principal's office.

Don't eat kyushoku (school lunch) before

itadakimasu is said. Also, don't stand your chopsticks in
your rice as that is a ritual performed at funerals only. A good

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way to find out how to eat something new is to ask:

"douyatte tabetara iideska?" which means "how do I eat
this properly?"

Don't talk loudly in the office. Your schools and offices

have open work spaces and people will usually be working.
It's fine to talk to your supervisor or other teachers but try
not to be too noisy.
Activity: Define the words or phrases from the above reading. If you
cannot define them from the reading above, you can ask your coworkers to
help you OR use http://tangorin.com/general/ the recommend English to
Japanese/Japanese to English dictionary for students to use online to help you complete these
tasks:
What is the meaning of the Japanese words in orange from the above
passage?
1.
2.
3.
4.
5.
6.

What is the Japanese word for the words in blue from the above passage?
Make sure to write your answer in hiragana. Ask a coworker to help you!
1. Cleaning time:
2. Supervisor:
3. Principals Office:

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Office hierarchy example:

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