英語を学び、世界を征服しよう

フォースターが言うように、「彼らには共通するものは何も無かった。　しかし、

英語がありました。」
私は、このステートメントにあまり賛同することができませんでした。
確かに!　私たちは　目も外観も同じではありません。
私たちは　それぞれの方法で食事をし　服を着て　話をします。
私たちは　国籍により　他の人とは異なります。

私たちは　異なる季節や気候を持つ地球上の異なる場所に住んでいます。

しかし、私たちが共有出来るものが１つあります。　それは英語です。

私は英語を架け橋(bridge)と考えています。

世界中の国々や想像する事が出来る最も遠い場所とさえ繋がっているのです。

英語は　様々な場所の異なった人々と私を繋げてくれるので、出来るだけしっかりと強化したいと思います。もろくて、弱い架け橋(bridge)ではきっと第一歩も　踏み出すことが出来ないし

私を何処かへ連れて行くことも出来ないでしょう。

このような架け橋(bridge)では　私を何処にも連れて行くことはできないでしょう。

安定した、信頼できる架け橋(bridge)を作る為に　しっかりとした基礎を持つ事が　必須事項です。　英語学習の為の基礎とは　人により様々な重要性を持つと思います。

私たちは皆、学業、キャリア、旅行、ビジネス、自己改善等　-　それぞれの理由で　英語を

勉強するために努力をします。

もし、これらのひとつでもきっかけとしてあれば　私たちは英語を用いて流暢なコミュニケーションをするという夢を実現する道筋が確実に出来るでしょう。

英語で話すことをもっと勉強すれば　より多くの場所へ行くことが出来るし、
世界中を旅行し　出会った人々から私たちはより多くの知識を得ることができます。

旅行は新しいことを学ぶことがない訳ではありません。

英語で話すことが出来れば　より多くの事を発見することができるでしょう。

"Learn English, Conquer the World" by Teacher Judeleen Daquinag (English Version)

As Forster says it, “They had nothing in common but the English language.” I could not agree more with this statement. Indeed! Neither our eyes nor complexion is the same. We eat, dress and speak in diverse ways. Our nationalities make us distinct from one another. We live in different places on Earth, with different seasons and climate. But there is one thing that we share in common – English language.


I consider English language as a bridge. It connects me to the rest of the world, even to the farthest place that I could ever imagine. Since English is something that connects me to different people from various places, I want to build it as sturdy as possible. I would not dare take my first step on a fragile and weak bridge. This kind of bridge could not take me anywhere.


In order to build a stable and reliable bridge, it is imperative to have a firm foundation. This foundation in learning English could mean different things to different people. We strive to learn English due to numerous reasons – academic, career, travel, business and self-improvement. If we could possibly have one of these as our foundation, then we are surely on the right path to the realization of our dream which is to fluently communicate using English language.


The more we learn how to speak English language, the more places we can visit, and the more knowledge we acquire from people whom we meet as we journey in this world. A journey is not without learning new things. We should not let our inability to speak in English to stop us from discovering more things about the world.

Teacher-Student’s Hand-in-hand Effort to Learn English More Effectively by: Teacher Divine Verano

I somehow believe learning should be less homogeneous and more adapted and customized. I think knowledge and curiosity are closely associated. For teachers, not understanding of English grammar and sounds matter most, it’s the learner’s background and language differences instead. Most of all, I deem great teachers can move mountains, and any student can be inspired.

Mastery of any languages must have the learner’s passion to learn plus the teacher’s passion to teach and the possibilities for innovation in education.

In the world of EFL/ESL online instruction, teaching English to Japanese people could be both fun and refreshing experience, and exigent as well. Japanese has been presumed with innovative skills in technology even before; and thus, upgrading their communication skills through adapting and embracing the English language in their lifestyle and culture isn’t unforeseen. However, learning English for non-native speakers like Japanese could be a wonder and a dare. Furthermore, the toll to improve the students’ ability to speak English and communicate effectively is being shared to the teacher – sometimes it is carried over their shoulders. In conclusion, learning English is a partnership – student and teacher working together for the same goal.

Learning all the communication skills in English can often be wearisome for ESL students, partly because they do not use English language in their daily lives. However, student’s peak interest to master the language and self-initiative to be part of an English video-class could be the best tool to motivate and materialize their goals. ESL teachers can apply drilling method, which can be very helpful for students who are in beginning stages of learning English.  To help students incorporate their newly learned vocabulary, grammar skills, and pronunciation into their basic communication, teachers can ask students to practice through repetition and routines. As students reiterate the new learned word in their mind and in speaking, the teacher can ask students to apply it in the daily conversation and use it in various situations e.g. in class. This way, students will not feel overwhelmed or frustrated.

To both teacher and student of English, it’s somewhat necessary to acknowledge that there are very significant differences between Japanese and English (language and culture), particularly in sentence structure, which make it hard for most Japanese ESL students to acquire English at the same rate as, for example, their German or Swedish peers. Furthermore, many of the difficulties that Japanese learners have with English are not due to problems with the language itself but are more the result of cultural differences. Communication between any two people in Japan is heavily influenced by aspects such as age, sex, relationship and relative status. The Japanese generally have an aversion to assertiveness and seek to avoid embarrassment to themselves and their interlocutor. There is a respect for abstraction which is alien to many plain-speaking Westerners. All of this can cause Japanese learners to struggle to find the best way to express themselves and result in the production of English that native speakers may find excessively vague or tentative.

The task of setting up the learning environment could not be satisfactorily fulfilled by the teacher alone. Students should pre-study the lesson, practice the words learned from the class and keep on repeating words until he or she pronounces the word perfectly. It’s indeed true to say that teachers are responsible for motivating and stimulating student’s ability to learn. However, student must initiatively immerse himself or herself in an English speaking environment e.g. listening to English music more than Japanese songs. Cultural barrier could be bridged and ironed out through mutual effort of the teacher and the student – teacher’s strong background knowledge of Japanese culture combined with student’s awareness of Western culture and open-mindedness to adapt the foreign culture.   

ESL specialist should bear in mind that when teaching English to Japanese students especially junior learners, as teachers we need to be aware of the differences in learning styles of our students so that we can incorporate all of these learning styles into our lessons.  Being able to identify which types of learners our students are will help us to make sure they don’t get left out of learning effectively.

Finally, if you are able to identify the type of learners you have in your class you can adapt your lesson on the spot if you see some are having trouble understanding or losing interest. Having a wide variety of styles included in your lesson will really help your students understand, internalize and enjoy your lessons.

EVALUATING EVIDENCE ON INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION (SLA) by: Teacher Bryan Cubelo

 “To each his own”, words that may define how complex people are. We have our differences in dealing life be it personal or professional, different strokes for different folks like what we always say and hear. Understanding a person how well he reacts and deals with a new challenge is like putting a big puzzle together using different pieces.
It all boils down to individual differences, the uniqueness of the individual mind. We may be travelling to one destination but knowing and learning how to get there is another story.



Individual Differences Links SLA

        Learners have different approach in acquiring second language (L2), though it varies since it may be acquired directly or indirectly, learner’s characteristics still play a huge role on how easy or difficult it will be.

In a country where the target language is not the language of wider communication, acquisition becomes both a demanding and challenging to those who learn a second language, for example English. Situation where English is sized as a second language like the Philippines, it is assumed and believed that one of the best places to acquire the second language is in the classroom where the contact among students, material and method occurs. In all schools in the Philippines, English is commonly used as a medium of instruction and communication (except for Filipino and other national related subjects). However, learners generally communicate or conduct their social interaction in Filipino, and vernaculars. Consequently, they are likely to have poor English exposure. Proficiency in a second language could not merely be described in terms of structures, phonology, morphology, and lexicon of target language. This kind of knowledge is not adequate for the learners who learn a second language for a utility function.

       In foreign language classroom or in second language acquisition, we should acknowledge that learners differ in a wide variety of ways. These differences are usually called individual differences. Age, motivation, personality and learning styles or learning strategies are just few of the individual differences to be considered that can either make or break in achieving success in mastering the second language. For Davis (1989), it’s not a question on how important personality is, not just by the mere mention of the word difference, but a determining factor of behaviour in general from an educational point of view and how it affects learning and to what extent. Then motivation, though motivation in learning second language has its vast meaning and can’t just be measured by one scale. It would still be based on the person’s characteristics weather it’s cognitive or behavioural. And learning styles and strategies of an individual can’t just be ignored; recent research (Ehrman & Oxford, 1989) suggests that learning style has a significant influence on students' choice of learning strategies, and that both styles and strategies affect learning outcomes.

      So how can someone easily master the art of acquiring second language with all these factors to consider, it may be difficult to pin point and to choose just one, that’s why there’s a word such as variation. A little bit of every factors won’t hurt and then apply them; we might have a winning combo!

Motivation

      But if I were to focus on particular types of individual differences, then one of which has to be motivation. Motivation ranks high as a prediction of second language success (Ellis, 1997). A motivated individual has focus; goal directed will go out of his way to achieve whatever it is in his mind just by simply expanding his effort.
      Meanwhile students’ motivation to learn depends on their needs and interests, while the effectiveness of their learning is influenced by motivation (Liuolienė & Metiūnienė, 2006). Though there are levels of motivation and the driving force to it, it is the intensity of the motivation in its broadest sense, incorporating the behavioural, cognitive, and affective components, that is important (Gardner, 1985).
Research on motivation in second language learning has been heavily influenced Gardner (1985) and his associates. It is helpful to think of Gardner’s model as classifying motivation at two levels, goal or oriented motivation and core motivation. The motivation at the goal level includes the learner’s core motivation, the learner’s orientation to language learning, and the learner’s attitudes towards the learning situation.
There are also levels of motivation we call integrative and instrumental. According to Finegan (1999), when we say integrative, it is the admiration and the passion of learning the second language and becoming part of the community where the language is being spoken. It becomes a necessity, in order to operate socially in the community and become one of its members. It is also theorized by Finegan that "integrative motivation typically underlies successful acquisition of a wide range of registers and a native like pronunciation". And how does instrumental level of motivation plays its role in second language acquisition? By doing what is ask to do and by just complying what is expected of you, be it for school or job. With little social means, instrumental motivation is a mere practical level to meet the required end.
Brown (2000) makes the point that both integrative and instrumental motivations are not necessarily mutually exclusive. Learners hardly ever select one form of motivation when learning a second language, but rather a combination of both orientations. He cites the example of international students residing in the United States, learning English for academic purposes while at the same time wishing to become integrated with the people and culture of the country.
     
      In addition, motivation is a significant factor in L2 achievement. For this reason it is important to identify both the type and combination of motivation that assists in the successful acquisition of a second language. At the same time it is also essential to view motivation as one of a number of variables in a complex model of interconnected individual and situational factors which are distinctive to each language learner.
In school setting, primary and elementary pupils are learning a second language because they are being “told to” by either school systems (as a requirement for English study) or their parents (through school or extra-curricular study either on private academy or private lessons).  So, if most of them are studying English because they “have to,” they may be assumed to be “obedient” or “reluctant” learners. Nonetheless, in English class at the will of either parents or governing educational institution.  Such students need great efforts on the part of teachers to facilitate learning English in a way that facilitates input and output: learning to understand and use the language (Harmer, 1997).

      Based on my own observation and experience, adult English learners are highly motivated for reasons of perceived social and economic advantage results like in order to get a good job or simply for prestige. For adults, getting and keeping their attention is not as large a task as the young learners, because as Harmer (1997) stressed, ‘adults need to communicate in the English they are learning’. On the other hand, I guess young learners need classroom exposure to the language and giving them the chance to use it in an age-appropriate context ; that is study contexts have to be “graded”/”tailored” to younger learners’ social realities and abilities. Other interesting activities and materials will also be more successful if an element of “fun” can be added in.

Age

     Age is one of the affective factors in Second Language Acquisition. A great variety of views have been expressed on the age question in children and adults who learn either the native language (L1) or the second language (L2) in different ages (Singleton, 1989). Age as an affective factor brings different performance stages in second language learning. Various explanations and interpretations of second language acquisition exist while considering age.

      Theories of second language acquisition and research have attempted to explain various interpretations and findings in age factor of second language acquisition. As stated by Lightbown and Spada (2008), learning depends on learners’ characteristics and the environment. Their findings recommended that older learners have a higher level of problem solving and metalinguistics capabilities than younger learners. Some other researchers have focused on learners’ pronunciation, syntax and grammatical morphemes. Patkowski (1982) scrutinized the level of spoken English of sixty-seven immigrants to the U.S. His finding was that pre-puberty learners acquire second language better than post-puberty learners. He also pointed out that two other factors such as length of residence and amount of instruction are inseparable from the age factor. Johnson and Newport (quoted in Lightbown & Spada, 2008) found native-like language abilities and the performance levels lower in older children than younger in a study of forty-six Chinese and Koreans speakers. On the other hand, Snow and Hoefnagel-Hohle (1982), from their research carried in Holland, concluded that adults learned faster than children and the rate of second language learning was higher.
Singleton (1989) offered a number of proposals related to age and second language acquisition. The most popular notions are “the younger, the better” and “the older, the better” (Singleton, 1989). He, on the basis of previous studies and research on age factor, focused on learners’ pronunciation skill and other linguistics features.

      Generally, there is no linear pattern of learning among the same age group of learners, and they learn differently and individually depending on variables. Furthermore, age is one of the characteristics that determine the way in which an individual learns second language. Age is not everything in second language learning. However, factors related to the age, for example the learning opportunities, the motivation to learn, individual differences, and personal and learning styles, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners.

Learning and Personality Styles

      Learning and personality styles are also strong factors in second language learning. Differences in learning style and personality style are likely to influence how the students respond and benefit from a given instructional program, while many teachers ignore the possibility that students are not learning because they are not given opportunity to use their own learning and personality styles in the classroom. According to Cook (1991), it should be realized that individual learners have their own preferred learning style, and that teachers have responsibility to identify the preferred learning and personality styles of each learner. On the other hand the learners themselves should know their learning and personality styles. By being better informed about their own learning preference, learners will increase their ability to develop additional learning style and even modify their existing learning pattern (Davis, 1989).

      On the part of the learners, the condition described previously requires alternative or at least a better compensatory effort to allow them to acquire English effectively. So in this case, the learners must be encouraged to develop independence inside and outside classroom (Cook, 1991). They must be equipped with the means to guide themselves, so that they can take on responsibility for them to learning.
Identifying learning style of students is one of the determinant factors for the success of the learners of English as their second language, because according to David (1989) by knowing the learning styles of the students, the teacher can adapt the way of presenting the teaching materials. In line with this, the identification of personality styles of the students is also important, because by knowing the students’ personality styles, the teacher can understand what the students really want. So the teacher can adapt the communication behaviour to eliminate conflict. Cook (1991) further stressed if the teachers and the students have a candid communication, the students can absorb and retain new information, which can change their behaviour.

      Truly, individual differences affect second language acquisition. These differences may be developmental, cognitive, affective or social. There are factors that are fixed which we cannot control such as age. There are some variable factors such as motivation and language learning and personality styles which are controlled by social setting and the course taken for developing the second language. Therefore, teachers need to know that variable factors are controlled through the learning environment, by knowing their students’ cognitive styles, their learning preferences, how they teach, and what they teach.
No matter what the factors and aspects of individual difference that affect the acquisition of second language, what cannot be disputed is the fact that age, motivation, and personality and learning styles are very important variables when examining successful second language acquisition.


[10:26:45 AM] World Wingstar Manila: References
Brown, H.D. (2000). Principles of language learning and teaching (4th ed.). Englewood Cliffs NJ: Prentice-Hall.
Cook,V., 1991. Second language Learning and Language Teaching. London : Edward Arnold.

Davis, E.C., 1989. Learning Skills and Language Learning Strategies. Ujung Pandang: Hasanuddin University and SIL.

Ellis, J., 1997. SLA research and Teaching.  England.  Oxford University Press
Ehrman & Oxford, 1989. The Role of Styles and Strategies in Second Language Learning.
Retrieved 8th November, 2009 from http://www.ericdigests.org/pre-9214/styles.htm
Finegan, E. (1999). Language : Its structure and use (3rd ed.). Harcourt Brace.
Gardner, R., 1985. Social Psychology and Second Language Learning, Arnold, London
Larson-Freeman, D., & Long, M.H. (1994). An introduction to second language acquisition research. Longman.
Lightbown, P. & Spada, N., 2008. How languages are learned (3rd ed.). NY: OUP.
Liuolienė, A. & Metiūnienė, R., 2006. Second Language Learning Motivation. Retrieved 18 October, 2009 from http://www.coactivity.vgtu.lt/upload/filosof_zurn/a_liuoliene_metiuniene_filologija_nr2.pdf
Norris-Holt, J., 2001. Motivation as a Contributing Factor in Second Language Acquisition. Retrieved 8 November, 2009 from http://iteslj.org/Articles/Norris-Motivation.html
Patkowski, M., 1982. The sensitive period for the acquisition of syntax in a second language. In Krashen, S., Scarcell, R. and Long, M. (Eds.), Issues in second language research. London: Newbury House, 52-63.

Singleton, D., 2002. The age factor in second language acquisition (2nd ed.). Clevedon:
Multilingual Matters (p.63).

Snow, C. & Hoefnagel-Hohle, M. (1982). The critical period for language acquisition: evidence from second language learning. In Krashen, S., Scarcell, R. and Long, M. (Eds.), Issues in second language research. London: Newbury House, 93-113.

セント・バレンタインズ・デー by Yumiko

私の子供の頃、セント・バレンタインズ・デーは女の子や男の子にとって、特別な日でした。

たいてい、女の子が男の子の為にチョコレートを用意します。

女の子は友情の証として　チョコレートを渡します。　もし、特定の男の子に愛を告白したければ、女の子は特別のチョコレートを用意します。　女の子にとってセント・バレンタインズ・デーは、愛を告白できる大きなチャンスでした。

もし、チョコレートを受け取った男の子が、　その女の子に気があるならば、男の子は お返しを用意し、1ヶ月後の3月14日にお返しをします。

しかし、　最近、セント・バレンタインズ・デーのこのスタイルはやや古くなってきました。

最近では、若い女の子は女の友達同士でチョコレートを交換します。

彼らは、チョコレートは手作りであるべきだと思っており、バレンタインズ・デー前夜は

準備に追われ　忙しくしていることでしょう。


English Version:

St. Valentine's Day in Japan

In my childhood, St. Valentine's Day was a special day for girls and for boys, too.
Normally, girls prepare chocolates for boys.

Girls give several chocolates as a sign of friendship. But, if she wants to confess her love to a special boy, she has to prepared a special chocolate for him.
For girls, St. Valentine's Day was a big chance to confess their love.

If the boy who gets a special chocolate loves the girl, he prepare something sweet for her in return.
But he should answer her in one month later, 14th of March.

But recently, that style of St. Valentine's Day is getting old.
Nowadays, young girls exchange their chocolates among a number of friends of girls.
They normally say that the chocolates should be hand-made.
On Valentines eve, they must be having a hard time, I guess.

せっかちなガールフレンドからの告白

27年間、私はずっとバレンタインデーを一緒にお祝いできる特別な人がいる事を密かに

望んでいました。

はい、私は　何年も一人ぼっちで　私には全く魅力がないのか、付き合いにくいのかと思っていました。バレンタインデーはいつも女友達と過ごすか、一人で過ごしていました。　

今日も、昨年も、ずっと前から、　私はまわりでキスをしたり、抱き合ったり、

手を繋いだりしている愛しい恋人達を眺めながら　メロドラマ風になっていました。

一人ぼっちでいる最大の難点は　周囲にいる幸福そうな恋人達を目にして、

幸せにしてくれる人が何処かにいるのだろうかと思う事です。

私は自分の為にケーキを買いにゴルデイロックスへ行き、この時期町で良くめにする

赤、黄や白いバラを買わないように自制する自分を哀れむのです。

それってとても哀れだと思いませんか？

お花、チョコレートそして手書きのラブレターは　いつも私のバレンタインデーも

にお花、チョコレート、手書きのラブレターというのは　私の静かな願望です。

今年は今までと特に変わりはありませんが、同じではありません。

まず初めに　私にケーキ、お花、チョコレートとプレゼントを買ってくれる人が

いるかもしれません。

しかし、私が　もうそれらを望んでない事が分り　とても驚いていると言うことを

告白しなくてはなりません。

神(universe)は　私が何を言ってもしっかりと捕まえていてくれる、またいつか私と結婚したいと何度も尋ねたりする感情の起伏を全て辛抱強く　許容してくる事が出来る人を私に授けてくれました。　その全てに感謝しています、ただ感謝するだけです。

お花やチョコレートは今や全く重要ではないのです。

  

ちょうど一年前、私は将来ボーイフレンドになる可能性のある人に手紙を書きました。

誰が4ヶ月後に彼と実際に会うようになろうと思っていたでしょうか。

ちょうどその頃、私は　希望を持つことをやめました。　しかし、恋愛に関しておかしなことは

あなたの人生で何かを探している時でさえ　予期せぬことや驚きあるがあるのです。

私の恋愛人生は完璧ではなく、　事実完璧に近くもありません。私は努力し、泣きます。

しかし、その不完全が美しくするのです。

私のボーイフレンドは　私の理想の男性とは程遠いかも知れませんし、基準の

四分の一をも満たしていません。　でも、私は神（universe)が私に彼を

授けてくれたと思っています。

この世は詐欺師と嘘つきが溢れています、　一人でも誠実で真剣な思いを持ってくれる人を見つけることはとても幸運な事です。

彼はとても良い相手です。　そして、彼は本当に待っていた価値のある人です。

人生は本当にいたずらです。

あなたは　何かを求めてくまなく探し求めます。　しかし、あなたが探しているものは

あなたの周りや直ぐ側にあったりします。

今まで、ラブストーリーへと発展させるために　沢山の事を経験し驚かされました。

それらに感謝します。

私達にはまだまだ長い道のりがある事を知っていますが　ここまで来ることが出来ました。

私は　ボーイフレンドに　いつもやるべき事をやらなかったり、言うべき事言わなかったりする事に対して　誤りたいと思います。そして　いつも私を理解してくれることに感謝しています。

あなたがどんな困難な状況でも、私をそばにおいてくれると約束してくれる限り

私は決してあなたの側を離れないでしょう。

I love you!  Happy Valentine's Day!



English Version:

Confessions of an Impatient Girlfriend by Teacher Joyce

 For 27 years, I have been silently hoping to have someone special to celebrate this day with. Yes, I was single for so many years which left me thinking if I was exceedingly unattractive or just Too Hot to handle. V-Day has always been with girl-friends or just on my own-emo-self, mostly. Today, last year, and like many other years, I couldn’t help myself from getting melodramatic seeing sweet couples everywhere – kissing, cuddling, holding hands together… You know the hardest part of being single is seeing happy sweethearts around and you wonder if someone is out there to make you happy too. I took pity on me that I ended up going to Goldilocks buying a cake for myself; gathered all of my willpower not to buy those red-yellow-white roses I saw on the streets which looked a lot like a flower exhibit at that time. That was pretty damn pathetic, wasn’t it? Here is a revelation: Flowers and chocolates and hand-written love letters have always been my silent longings on a V-Day.

        This year is not especially different from the previous years, and yet it’s not the same either. Well, first I there might be someone out there who’ll buy me a cake and flowers and chocolates or some fluffy stuffs. But here’s a confession. I’m amazed to find out that I no longer wish for those things. Now that the universe blessed me with a man who can patiently tolerate all my mood swings, who keeps holding on even if many times I chose to let go and who always, always tells me I’m the one he wants to marry in time; all I can think of is being grateful. Just grateful. Flowers and chocolates become irrelevant now.

        Exactly a year ago, I wrote a letter to my future boyfriend. Who would have thought that four months later I would get to meet him in flesh and blood. It was at that point when I gave up hoping, stopped looking... But the funny thing about love is that it comes so unexpected and can surprise you, even when you were already looking for it all your life.

        It is true that my love life is not perfect nor close to perfection. We fight and we cry. But its imperfection is what makes it beautiful. I must admit that my boyfriend is far different from my ideal man. He doesn’t even meet a quarter of my standards. But I feel so blessed that the universe picked him for me. In this world full of cheaters and liars, one is lucky enough to find someone who has serious and sincere intentions. I can say, he’s quite a good catch. And yes, he’s really worth the wait.

        Life is truly playful. You look far and wide looking for something, but it turns out that what you’re looking for is just right beside you - in the neighborhood for instance. Until now it still caught me by surprise that it only took a plastic full of household rubbish for a love story to blossom. Thanks to the rubbish.

         We have come this far, though I know we still have a long way to go. To the boyfriend, I just wanna say I’m sorry for all the times I never did the things I should have done and said the things I should have said. And for all the times you understood, I thank you. As long as you promise me that you will keep me around no matter how hard and difficult I become, then I will never run away. I LOVE YOU even if at times I don’t make it obvious. Happy Valentine’s Day!

"Ebessan" by Yumiko

Every 10th of January, "Ebisu Festival" is held in Ebisu shrines in Japan.
Nishinomiya Ebisu Shrine, located in Hyogo prefecture, is the most famous place for Ebisu Festival.
And we call it "Ebessan" in a friendly manner.
It is crowded mostly with merchants because "Ebessan" is a festival for praying for success in business.
I go and enjoy the festival every year. And this year, too.

One of the main events of the "Ebessan" is "Maguro Hounoushiki".
"Maguro" means tuna. Offering of huge tuna is made to the deity.
This year, it was a-250kg tuna from Kagoshima prefecture, south of Japan.

What we do is putting coins on the tuna.


It is believed, putting coins on this tuna makes you rich.
I've been doing this for years. But that time of being rich has not come yet.
Maybe next year.

Japanese Culture and Its Implications to Our Company's Services (Teacher Jordan)

Traveling abroad is always in line of everyone's bucket list. Since I was in my youth, I never stop dreaming of traveling around the world - not only for sightseeing but for expanding my knowledge and understanding the culture of every nation and their people.

I was fortunate to have the chance to visit Japan last June though the main purpose was not for leisure but for business. The main objective was to help in marketing our services to Japanese firms, schools, and private companies. Hitting two birds in one stone, it was also an avenue for me to discover the culture and lifestyle of Japanese people and relay it to the teachers in order to respond efficiently to our clients' demands and needs.

Transportation System

From the airport, my attention was caught by the transportation system of the country. I made a couple of researches on the web and I found out that by using cutting-edge technologies such as infrared beacons and computers the Integrated Control System (ITCS) achieves optimum signal control to effectively deal with ever-changing traffic flow patterns, provides real-time traffic information, and implements each system of the Universal Transportation Management System. The main objectives are to ensure traffic safety and smooth traffic flow, alleviate traffic congestion, reduce travel time, and minimize traffic pollution.

Implications: Our company aims to render a cutting-edge or world class teaching strategies to satisfy the need of our clients. We desire to provide services that would ensure quality and efficiency in learning the English language, minimize studying time without risking its quality, alleviate learning difficulties and provide a smooth class to the students.


Rules and Regulations

I couldn't help myself but to compare the Philippines to Japan when it comes to observing the public rules and regulations. It is really impressive to witness Japanese people patiently waiting for the stop light to turn red before crossing the pedestrian lane even if there's no car passing. Almost every corner has a stop light and everyone is constantly observing and following it. Compliance to the rules and regulations depicts discipline.

Implications: Every teacher is expected to follow the rules and regulations of the company which is manifested on the consistency of the quality of their jobs with respect to our clients' needs. Simple rules, but when followed, it becomes highly significant to the company's success. A teacher who doesn't keep the rules of the company deserves a corresponding punishment.


Garbage Management

I love nature because it emits fresh air and cool breeze. In the Philippines, Manila deprived me of experiencing the best of nature. It is a crowded yet a polluted city so never expect to inhale a fresh air. Japan is technologically advanced but the people are still able to restore the beauty of nature by disposing their garbage well. City rivers are still clean and clear, roads are free from trash so you won't encounter an obnoxious smell while hanging around the city. More impressively, every household manages to segregate their garbage from biodegradable to non-biodegradable ones. If only every individual cares about it, then pollution will never have a chance to invade the city.


Implications: This practice merely implies neatness. Every teacher is expected to appear presentable in the class to impose professionalism. Technically, the teachers must be neat, accurate, and meticulous in doing specific jobs such as class reporting, giving corrections to students, facilitating the lessons specifically grammar rules. Moreover, every teacher is expected to segregate their personal and private from their professional responsibilities so as not to affect their performance in the class.


Japanese Cuisines

When you come to Japan, one thing that you should not miss is to try their various dishes. Of course, sushi is a must-try. In the Philippines, there are a few restaurants which serve sushi but it is of no variety and authenticity. My boss, with his wife, brought me to a sushi bar and I was wowed by plenty of choices. Likewise, I was able to taste different cuisines almost for every meal. On Japanese televisions, most shows feature different and newly discovered foods. They use the same main ingredients but they always think of how to present them uniquely healthy and delicious.

Implications: Every teacher is of different personality and equipped with teaching strategies honed by their experiences in teaching. On the other hand, students tend to be bored and less motivated during classes because some teachers might render same styles and approaches almost everyday. In our company, every teacher is trained to utilize variety of strategies almost every class. Teacher Jordan is and will always be Teacher Jordan but students must always find him interesting and not boring during every class. Students must enjoy and be satisfied by the teachers' performance for every meeting.


Business Meeting Engagements

Time is money - this is my boss' principle in business which he had told me many times whenever we tackled some issues regarding our teachers' performance. As I have mentioned above, the main purpose of my visit to Japan is for marketing. So, I accompanied my boss for every business engagement that he was committed to. My boss estimated the commuting time by train and decided the exact time that we must leave the house for a meeting. We never came late. We arrived at the place at least 10 minutes before the appointment and set everything ready for the agenda of the meeting. Before the meeting starts, it is typical to witness everyone involved exchanging business cards. The manner of exchanging is also noticeable in which each one handed the card over with a bow. A bow depicts respect to the person you are with. Then the meeting must be started right away.

Implications: In the nature of our business, time is very significant. To respond to this, every teacher is required to be punctual and never late even a single minute. We understand that our clients treasure their time a lot so we impose sanctions to our teachers whenever they miss the class. Every teacher is responsible for managing their schedule efficiently. Moreover, they are trained to render a quality class during the given period of time.


Security System

An embarrassing mistake made my stay in Japan. I was working on my table when somebody rang the doorbell. Instead of pressing the open button, I unknowingly pressed the emergency button. After less than a minute, a police officer immediately called the house and confirmed if everyone was alright and needed assistance. My boss talked with him and explained that it was juts a mistake. I felt so sorry and embarrassed at that moment. To my surprise, another policeman appeared to the house and checked if everything was fine. Looking on the bright side, my boss thanked me for my foolishness because at least he was able to check if the alarm button is working. He mentioned that they have never tried it ever since they stayed in that house. Now, he knows that he can be rescued immediately in case they are in danger.

Implications: Immediate responses to a call or request defines security. We always require our teachers to respond immediately to our clients demands and needs (i.e, textbook requests, corrections, etc.). Furthermore, they must attend to the company's requirements as quick as they could in order to suffice the needs of our clients.


House Rules

There were specific house rules that I needed to follow during my entire stay in Japan. Of course, leaving your slippers at the door is a common thing and it's not a rocket science to comply with it. Another rule that didn't harm is to throw your trash on a proper bin since there are certain bins intended for each kind of trash. But peeing like a woman on a bowl? Oh! It was awkward but I had to do it. I had no choice but to observe the rules and adapt to it. What would happen if I kept violating these simple house rules? Most probably, I would always have a dispute with the house owner.

Implications: There is a great difference between our clients' culture and our teachers' culture. Then, who must adjust? Of course, the teacher must do since they are the ones giving the services. In the Philippines, there is a cliche that goes " Customer is always right." In Japan, they have a counterpart for it which goes "The customer is our god." Our teachers understand this culture gap so they are receptive and ready to adjust to our clients' personalities as influenced by their culture. If every teachers doesn't respect our clients, then this company would never keep going for long in the business field.


Services

A sweet smile can make a troubled heart happy. From the flight attendant, airport crews, traffic enforcer, construction workers, bar tenders, salespeople up to the amusement park crews,  they show a great smile despite the stressful situations in the crowd. It's heartwarming to see them smiling while rendering their respective services to their customers. Additionally, it makes their customer feel more comfortable.

Implications: We promote a fun and effective class so you must expect our teachers to be smiling during classes. If they don't smile, then they are not following our requirements. It is useful for us to create a fun and comfortable class. Most students don't have the confidence in speaking the English language so they are uneasy during discussions. As a result, they can't express their thoughts well because they are afraid of committing mistakes. Thus, the teacher must create a relaxing and fun atmosphere to efficiently enhance the student's communication skills.


Sports and Entertainment

The nature of my work doesn't permit me to be physically active. I sit in front of my laptop for more than eight hours. When I went to Japan, my boss and I used to tease each other about our bellies then we claimed that we are "one-pack-ab" men. I've been health conscious since I was young but I hardly have the courage to go jogging due to a lot of excuses. When I was in Japan, I took the opportunity to jog and burn calories at least thrice a week. Many aged people had caught my attention and made me astonished. I saw a few groups of old men playing baseball, playing some toy planes, jogging, and exercising.  In Ginza, I saw an old man painting the famous State Gate Houses in Yotsuya. In Mount Fuji, I was able to have a quick chat with an old man who climbed Mt. Fuji with his bike alone. I realized how they want to look for some fun activities for entertainment and to spend for the rest of their lives. Most Japanese citizens are occupied by their jobs and other commitments. On the other hand, they still make a way to unwind and be entertained. I witnessed thousands of people enjoying their leisure times in Tokyo Disneyland on a holiday.

Implications: Tokyo Disney Land doesn't change its features and shows everyday. They execute same performances repeatedly. Yet, people still go back and find it interesting even for several times. Our company aims to provide fun and exciting learning opportunities without risking the quality of its contents. Every teacher is trained to establish rapport and create a fun class environment. More importantly, their methods and strategies must be appealing and interesting to the students in every single class.

Generally, World Wingstar E-Learning Inc. imposes the following implications to our teachers;

1. Render a world-class service.
2. Observe the rules and policies of the company.
3. Neatness and accuracy of work.
4. Variation in teaching style and strategies.
5. Time management and punctuality in the class and other company engagements.
6. High respect to our clients, colleagues and superiors.
7. Immediate response or action to our clients' requests as well as compliance to requirements set by the company.
8. Facilitate fun and engaging classes.


Would you like to improve your communication skills in English? You can visit our homepage at World Wingstar E- Learning Inc.

We give a 3-day sample class for FREE! Try it and you'll enjoy it while enhancing your skills efficiently!


Note: Some pictures were taken from Google images.

THE CHANGE-MAKER, A VIRTUAL TEACHER (Teacher Arl)

Because of the advancement of technology and the English language around the globe, online teachers came across its demand. Deviating from the traditional way of teaching powered by the international network, learning is possible in just a click away. Since Filipino people are well-versed in the language, a lot of online companies were established from the various parts of the nation most especially in Metro Manila, the capital city of the Philippines. Koreans, Japanese, Chinese and other nationalities invest in the country for believing the capacity of Filipino teachers who are known for its competence and confidence in inculcating knowledge to their clients. 

For the convenience of both party, home-based jobs were also built for accessibility. Who would not grab the opportunity of being employed with their own comfort? Doing the job with their flexible time, being away from traffic and hassle stuffs, saving from income taxes, and other strenuous things in the world of an office-based work. 

Everything is now possible, everyone can be a teacher and can be saved from being unemployed. A simple investment like securing a stable internet connection, a laptop or PC, a quality headset and camera, plus excellent communication skills will surely provide you an avenue for a lucrative career.  For the last five years, clients are continuously being satisfied due to the superb performance of most of the teachers because according to them, Filipino teachers teach with compassion. Though they are called as “virtual teachers”, their students feel at home and always feel connected. Aside from being a teacher, they also become student’s buddy for learning.  They may not be teacher by profession, but they are indeed a teacher because of passion. Online tutors have always something new to teach to their students. Aside from the enchanted glamour of English language, Filipino online teachers never fail to teach to their students the values and the real essence of life. 

If you are this kind of virtual teacher, chin up and smile. Tap your shoulder and congratulate yourself for you have the noblest profession in the world. Your students may not see you personally but you are making a difference into their lives.  Teach with competence, value it with excellence. To all the virtual teachers, you are a certified change-maker. Congratulations!