Teach English in Xiaoyun Zhen - Jining Shi

In order to discuss strategies for motivating young learners in rural Japan, I must first lay out the obstacles to motivation in the classroom. For the most part, the obstacles to young learners’ motivation to study English in Japan are the same as those for young learners studying in non-English speaking countries. English classes – or foreign language activities classes for Japanese elementary school students – are compulsory and students may feel English is not relevant to them or their daily lives. Like all young learners, Japanese students also may have a more limited understanding of their own language, a low comprehension of English, short attention spans, and larger issues with formal schooling. All of these factors will impact young students’ motivation to learn English. And for many of these obstacles, I have found success using students’ existing interest in internet media (social media and online gaming). Japan’s young learners in 2019 are heavily interested and involved in video games and social media. For better or worse, the internet exposes even very young learners to the English language. Even some of my youngest elementary school students list video social media platforms like TikTok and YouTube as their favorite hobbies, while older elementary school students and junior high school students also are interested in American video games like Fortnite and Minecraft. The English that they are exposed to through these online platforms is not always grammatically correct or socially acceptable, but it is a main source of English exposure outside foreign language classes. And, notably, it is a source of English that students actively seek out. Though dated, Japan’s Ministry of Education, Culture, Sports, Science and Technology recommends in a document on Foreign Language Activities curriculum that “instructions on the contents and activities should be in line with pupils’ interest. Efforts should be made to increase the effectiveness of teaching by, for example, taking advantage of what pupils have learned in other subjects …” (http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/eiyaku/gai.pdf). While I do not personally think that the Japanese government intended for me to use Fortnite and TikTok to teach English, those happen to be my “pupils’ interest(s).” Simply using the language, gestures, and images from these things helps students connect English class to life outside of school. For example, with elementary school students, I began to use the phrase “as a duo” rather than “two students” or “in pairs,” because Fortnite (even for Japan players) uses the word “duo.” When students hear that word, they already understand its meaning and they associate it with cooperation and fun. They have acquired an understanding of that word on their own and it allows them to access the concept even when they may not remember English language numbers or vocabulary like “students.” With my junior high school students, who are required to learn more complex forms of grammar, I use images from Fortnite and TikTok to elicit language for grammar or vocabulary. So far, it has never failed to grab the attention of students who otherwise may not be particularly interested in any classes – let alone foreign language. Using signs is often recommended for teaching language of compulsion (e.g. must, must not), and a simple image of the “forbidden dance” sign in Fortnite immediately grabbed the attention of lower level students who would much rather doodle or sleep during class. Junior high school students also often read and hear English on YouTube and TikTok. From these sources, they develop a personal understanding of, and interest in, the English language. They regularly ask questions about things they have read or heard online. Elementary school students also may want to do this, but they are less able to ask questions due to language limitations. They often use English language (even obscenities) they have heard online, but they need help to understand it. Online platforms (again, for better or worse) do a lot of cultural education for me, and I am in the position of explaining the casual English and casual attitudes of many English speakers online to young students. However, the internet gives these students opportunities to communicate with English language speakers that they do not have in their daily lives. Being able to teach students who are exposed to casual English and feel comfortable using it also helps with class dynamics. Students who see the connection between English and their online hobbies feel at ease, even as they struggle with outside pressure regarding school. Whether it is testing, social anxiety, or other issues, letting English class be a relaxed and fun environment for young students relieves a lot of stress that my young learners feel about school. These are some of my strategies for using young learners’ exposure to English through their personal interest in online platforms to overcome some obstacles to student motivation in the English language classroom of rural Japanese elementary and junior high schools. While not all young learners will have the same experience or access to online media, it would be unlikely to find students in Japan who do not have that access. However, in the more general sense, utilizing learners’ personal interests is a valuable key to unlocking young students’ motivation regarding English language learning.