2012.04
Topic Helping Children Overcome Fear of Failure
子供たちが失敗への不安を乗り越えるための支援
Presenters:
Rob Olson, Associate Professor
ロブ・オルソン氏（苫小牧駒澤大学 准教授）
ロブ・オルソン氏（苫小牧駒澤大学 准教授）
Date:
April 22, 2012
Time:
2:00 - 4:00PM（午後２～４時）
Location:
Hokkai Gakuen University (北海学園大学)
Event Fee:
JALT Members: Free; Non-members: 500 yen (ＪＡＬＴ会員無料、非会員五百円 )
Event Description:
Abstract
This presentation explores the challenges young English learners in Japan face in expressing confusion (i.e., “I don’t understand”) in a foreign language classroom. The presentation ends with a description of the emotional, physical, and verbal responses given by the young learners.
要約
本プレゼンテーションでは日本にある外国語教室において低年齢の学習者が自分は混乱している（「理解できません」など）と伝えることの難しさについて探る。プレゼンテーションの最後では、低年齢の学習者が示す感情的、心理的、言語的反応を取り上げる。
Summary:
Young Japanese learners often experience frustration and shame when they are confused in their language class; frustration at not understanding content and/or instruction and shame that results from a culture that often places a greater emphasis on test results than language acquisition. The question is how can teachers assist students express their confusion and ask for assistance as well as overcome the shame that can inhibit learning. This presentation looks at activities and strategies that can help young learners in both areas.
概要
低年齢の日本人学習者はしばしば、語学のクラスで自分が混乱してしまった際にフラストレーションや恥ずかしさを感じる。これらは内容や指示が理解できないための混乱や、言語習得よりもたいてテストの結果が重要視される文化的理由から生じる恥ずかしさである。学習者自らが混乱していることや助けが必要であると表現し、学習を阻害してしまうこの恥ずかしさを克服するためには、教師はどのように学習者を支援できるかが問題となる。本プレゼンテーションではこれら両方の問題において低年齢の学習者を助けるアクティビティとストラテジーを取り上げる。
Abstract
This presentation explores the challenges young English learners in Japan face in expressing confusion (i.e., “I don’t understand”) in a foreign language classroom. The presentation ends with a description of the emotional, physical, and verbal responses given by the young learners.
要約
本プレゼンテーションでは日本にある外国語教室において低年齢の学習者が自分は混乱している（「理解できません」など）と伝えることの難しさについて探る。プレゼンテーションの最後では、低年齢の学習者が示す感情的、心理的、言語的反応を取り上げる。
Summary:
Young Japanese learners often experience frustration and shame when they are confused in their language class; frustration at not understanding content and/or instruction and shame that results from a culture that often places a greater emphasis on test results than language acquisition. The question is how can teachers assist students express their confusion and ask for assistance as well as overcome the shame that can inhibit learning. This presentation looks at activities and strategies that can help young learners in both areas.
概要
低年齢の日本人学習者はしばしば、語学のクラスで自分が混乱してしまった際にフラストレーションや恥ずかしさを感じる。これらは内容や指示が理解できないための混乱や、言語習得よりもたいてテストの結果が重要視される文化的理由から生じる恥ずかしさである。学習者自らが混乱していることや助けが必要であると表現し、学習を阻害してしまうこの恥ずかしさを克服するためには、教師はどのように学習者を支援できるかが問題となる。本プレゼンテーションではこれら両方の問題において低年齢の学習者を助けるアクティビティとストラテジーを取り上げる。
Bio:
Rob Olson is an associate professor at Tomakomai Komazawa University. He has been teaching English to students of all ages in Hokkaido since 1991. He has written and illustrated “Cultural Dinosaur and Cultural Dinosaur 2”, comic books that humorously look at the differences of Japanese and American life.
ロブ・オルソン氏は苫小牧駒澤大学准教授。１９９１年から道内で幅広い年齢層の生徒に英語指導を行っている。日米間の暮らしの違いをユーモラスな目線で取り上げた「文化恐竜と文化恐竜２」の著者、イラストレーターでもある。
Rob Olson is an associate professor at Tomakomai Komazawa University. He has been teaching English to students of all ages in Hokkaido since 1991. He has written and illustrated “Cultural Dinosaur and Cultural Dinosaur 2”, comic books that humorously look at the differences of Japanese and American life.
ロブ・オルソン氏は苫小牧駒澤大学准教授。１９９１年から道内で幅広い年齢層の生徒に英語指導を行っている。日米間の暮らしの違いをユーモラスな目線で取り上げた「文化恐竜と文化恐竜２」の著者、イラストレーターでもある。
Post Event Summary:
Rob Olsen identified the fear of being ostracised as stronger than the fear of failure. He highlighted two unhelpful paradigms often encountered in Japan: that failure is bad, and that English is difficult. His main point was that we need to create learning environments where failure is seen as a welcome and natural part of the learning process and is accepted by the group. His presentation went on to introduce ways to achieve this. For example, he showed us simple but powerful images with analogies that he uses in class to illustrate his point that failure is part of a journey in progress. He also suggested ways to reduce the intimidation students feel from direct contact with the teacher and even ways to help them relax. He made an interesting case for an accumulative reward program whereby students are given regular and positive feedback not only for success but also for taking risks much like the model of computer game scoring, where players keep returning to increase their score. He encouraged teaching ‘escape phrases’ that students can use when they need more time to think or simply have no opinion. His point here was that ‘not knowing’ is ok. Finally we joined in a circular vocabulary game where mistakes provided opportunities for us to help each other as a team. Reported by Haidee Thomson
Rob Olsen identified the fear of being ostracised as stronger than the fear of failure. He highlighted two unhelpful paradigms often encountered in Japan: that failure is bad, and that English is difficult. His main point was that we need to create learning environments where failure is seen as a welcome and natural part of the learning process and is accepted by the group. His presentation went on to introduce ways to achieve this. For example, he showed us simple but powerful images with analogies that he uses in class to illustrate his point that failure is part of a journey in progress. He also suggested ways to reduce the intimidation students feel from direct contact with the teacher and even ways to help them relax. He made an interesting case for an accumulative reward program whereby students are given regular and positive feedback not only for success but also for taking risks much like the model of computer game scoring, where players keep returning to increase their score. He encouraged teaching ‘escape phrases’ that students can use when they need more time to think or simply have no opinion. His point here was that ‘not knowing’ is ok. Finally we joined in a circular vocabulary game where mistakes provided opportunities for us to help each other as a team. Reported by Haidee Thomson
