This document discusses alternatives to basing English language learning syllabi solely around standardized word counts. It proposes assessing students based on the variety of texts they read, rather than only word counts, allowing students more freedom in choosing what they read. For Japanese EFL students, their silence in class is often due to cultural norms around saving face and avoiding embarrassment rather than lack of understanding. Directly applying communicative teaching methods from American ESL classrooms can misunderstand these cultural behaviors.
This document discusses alternatives to basing English language learning syllabi solely around standardized word counts. It proposes assessing students based on the variety of texts they read, rather than only word counts, allowing students more freedom in choosing what they read. For Japanese EFL students, their silence in class is often due to cultural norms around saving face and avoiding embarrassment rather than lack of understanding. Directly applying communicative teaching methods from American ESL classrooms can misunderstand these cultural behaviors.
This document discusses alternatives to basing English language learning syllabi solely around standardized word counts. It proposes assessing students based on the variety of texts they read, rather than only word counts, allowing students more freedom in choosing what they read. For Japanese EFL students, their silence in class is often due to cultural norms around saving face and avoiding embarrassment rather than lack of understanding. Directly applying communicative teaching methods from American ESL classrooms can misunderstand these cultural behaviors.
This document discusses alternatives to basing English language learning syllabi solely around standardized word counts. It proposes assessing students based on the variety of texts they read, rather than only word counts, allowing students more freedom in choosing what they read. For Japanese EFL students, their silence in class is often due to cultural norms around saving face and avoiding embarrassment rather than lack of understanding. Directly applying communicative teaching methods from American ESL classrooms can misunderstand these cultural behaviors.
American EMI Classroom alternative approach for ER students
Valeria Orozco Rodríguez
Japanese students: Inactive participants in an American university classroom.
Monolingual Anglo instructors fail to understand Japanese students’ silent presence.
Extensive Reading is an integral part of studying a foreign language in many higher
education institutes in Japan. Encouraging students to read a wide of variety of texts is a central aspect of a productive ER learning environment.
Students are exposed to a wider variety of vocabulary
Advantages: These newly acquired words may be used differently, depending on their context Purpose Aim To undermine the importance of basing syllabi around a standardized word Word Count To foster a desire to read, allowing count students the freedom to choose a To simply offer an alternative, which Vs Text Count text they enjoy, no matter how long may be better for those teaching or short it may be. classes in which the English language ability of students varies drastically
For Japanese EFL students, silence is also as saving
face to avoid embarrassment in front of other Japanese students Japanese peers. Anglo instructor may consider them as inferior compared to more ‘vocal’ students. are not only as shy but inactive learners or It stems from misunderstanding the sociocultural behaviors passive listeners. of the target students and cultural insensitivity. In fact, the method that EFL (English as Foreign Language) employed in the Japanese classroom is to complement the students’ sociocultural behaviors, which involves a lecturing instructor and silent students.
The instructor presenting grammar rules to students in
SOLUTION Japanese. The students translate from English word-for- word to memorize the translation. This methodology is in Yakudoku grammar translation complete contrast with the communicative method employed in American ESL (English as a Second Language) and EFL classrooms abroad.