TEFL Seba Dalkai Arizona

The saying is often that we are “separated by a common language,” describing the differences between American and British english. However, in my experience we all seem to be able to get along quite well with each other. I think assuming one is “correct” or “better” than the other is flawed, biased reasoning, and both have relative strong and weak points. It is important that when teaching, to teach the style that is preferred by the employer or school, to the extent that they can. I can, for example, teach periods and commas on the outside of quotes (of course, I have been using American style in this paper!) or having words like “color” spelled “colour,” but as an American I cannot teach a British, irish, australian, New Zealand, etc. pronunciation accent. My current employer, the JET program (japanese Exchange and Teaching), employs over 4,300 native speakers of english from around the world. They range from the countries named above to several others as well. It is perfectly accepted, even encouraged, that the students will be hearing different accents depending on who is placed at their school. It is important, however, to be sensitive to the japanese language and how some of their words formed, originating in both British and American english. We can introduce and celebrate each of our individual cultures, but knowledge of the other english is essential in effective teaching. For example, the general japanese word for soccer/football is ????, which reads as sakka. A British person would be perhaps uncomfortable calling it soccer, but in order to be clearly understood they should make the sacrifice, but still show their culture and say what they call it.. Another example is the japanese word for aluminum/aluminium, which is ??????, read as aruminium, so I would be wise to know this difference, and be willing to say it the British way while also offering my personal pronunciation. These particular examples, while subtle, can show how we as teachers of english are sensitive to the native language of our students and help establish both rapport with the students and an appreciation for global and international exchange and culture. While these may be standard within the japanese language, when it comes to teaching something like an idiom or slang, then the teacher's personality can take precedence. The students will find it interesting how something in the teacher's country I said. Just be sure to let them know it may not be understandable outside of the teacher's country! A culture can be revealed through language as well as through sights and sounds and artifacts. In this increasingly globalized world in which we live, we cannot be cultural hermits. We must learn and appreciate the differences not only in exotic or extremely foreign-seeming countries, but in others that share our language as well. This can help a country's reputation improve as perceived by others, for example japan's appreciation of America through knowledge of British origins of words. Improving relations sparks the beginning of a more peaceful, sensitive world.