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日本で英語を13年間教えた後10年前NYへ戻り英語を教えていますが、ここ数年日本と欧米における英作文; essayについてずっと感じていた違いをすこし書いてみようと思います。少しでも英作文に取り組む人の参考になれば…。

欧米語学教育の中では論理的思考を養うべく前書き、展開、結論が明確であることが根底にある一方、日本の学校で習ういわゆる作文は書く人の感情を前に出す主観が大切にされています。そのため主張の強い結論が誘引する批判を回避するため敢えて曖昧に示されている文章やコメントも見受けられます。

例えば、日常私の頭では英文表現やニュースを視聴していていると知らぬ間にそのトピックの結論を予想し探りながら先をたどるのですが、同じ調子で日本語での記事やニュースを視聴していると「～は難しい問題だ。今後更に検討する必要がある」といったような結局結論まで至らない形で締めくくられ拍子抜けする事があるのです。それはニュースやテレビでのコメントだけではなく大人や年配者、そして私が教える若い学生さんも同じような思考を持っている事に気付きます。

私自身も受け身的に授業に参加する日本の教育で育ったため、米国留学をした際は自分の主張の仕方がわからず、そもそもそこに重点を置く意図すら分からず長い間大変苦労をしながら過ごしました。

その後日米間で職に携わり、主張を展開し段階的な説得力を身に着けることは学問的英作文習得だけにとどまらず国際的な場で堂々と活躍していくためにとても必要性の高い事と身をもって感じました。

とはいえ、現状の日本の小中高の教育機関の多くではまだ英語科目としての言語の上達のみに焦点がおかれ、学生が世界の動きについて知り自由に討論できる場が十分にあるとは言えません。

教える側からの言い訳をすると、問題集やマニュアルに沿って単元を教えることは容易なタスクであるのに対し、日々世界の動きに注目し重大なトピックを選択し世論をまとめ、学生のレベルに合わせて彼らの意見を上手く引き出すためのレッスンを段取りすることは準備に要する時間と自ら学ぶ意欲、一番には教える人の国際的経験値が大きくものを言うからです。

随筆のような日本の文章の美しさは素晴らしい文化であり私も好んで読み大好きです。

しかしながら、各検定試験や受験で学生に意見を主張させる場は今後さらにヒートアップしていくことを予想し、より重要なのは進化し続ける世界各国の価値観の異なるさまざまな人々と対等に意見を交わし合い活躍していく日本人を前向きに養っていくため、私達のような講師は論理的思考を引き出すレッスンへの取り組みに力を入れるべきであると常に意識しながら学生と向き合っています。

After teaching English in Japan for 13 years, I returned to New York 10 years ago and have been teaching English here. Recently, I have noticed some differences in English composition (essays) between Japan and the United States, and I would like to share my observations. Hopefully, this can be helpful for those working on English composition.

In English language education in the United States, it is considered important to have clear introductions, developments, and conclusions in order to foster logical thinking. On the other hand, in Japanese schools, composition emphasizes subjectivity and the expression of the writer’s emotions. Consequently, intentionally ambiguous sentences or comments are sometimes used to avoid making strong conclusions and inviting criticism.

For instance, when reading or hearing English expressions or news, it is common to predict the conclusion and follow along. However, when reading or hearing Japanese articles or news, they often end with sentences that do not reach a definitive conclusion, like “It is a difficult problem. Further consideration is needed in the future.” This can be somewhat disappointing. I have observed this thinking pattern not only in news and television comments, but also among adults, older people, and young students that I teach.

Having grown up in Japan’s education system, which is passive in terms of class participation, I struggled for a long time when I studied abroad in the United States. I had difficulty presenting my arguments and didn’t even understand the importance of presenting arguments.

Through my work in jobs that involved Japan and the United States, I have come to realize that developing arguments, presenting them, and acquiring persuasive skills are not only important for mastering academic English composition, but also essential for confidently thriving in international settings.

However, in many of Japan’s elementary, middle, and high schools, the focus is still mainly on improving language skills, and students are not provided with sufficient opportunities to learn about the world and engage in discussions freely.

As teachers, it can be easy to stick to teaching units that align with problem sets and manuals. However, it is important to also pay attention to global developments, select important topics, summarize public opinion, and plan lessons that encourage students to express their opinions based on their level of understanding. This requires time for preparation and a willingness to continue learning. Additionally, the teachers’ own international experiences play a significant role.

The beauty of Japanese writing and the charm of essays are wonderful cultural aspects that I personally enjoy reading.

However, with the increasing emphasis on students expressing their opinions in various certification exams and entrance exams, it is more important than ever to cultivate Japanese individuals who can engage in equal-footed discussions with people from different countries and evolving values. As instructors, we are always mindful of the need to focus on lessons that promote logical thinking and actively engage with our students. 

現地校では3rd Quarter が終わり、いよいよ最終のFinal Quarter に突入し6月の学年末に向けて最終スパートとなる時期。一方日本では旅立ちの季節である3月。

マティソンでは中高大受験生の今期の受験サポートの目途が立ち、旅立つ生徒さんとの別れを惜しむ時期でもあります。ここに通ってくれた生徒さんの中にはファームステイでひと夏の冒険を一緒に繰り広げた学生さんや心の内の苦しみや悩みを相談してくれた学生さんもいます。
それぞれが体験したかけがえのない思い出が、次の人生につながっていきます。

今回のブログでは旅立つ学生さんが海外での挑戦を振り返り語ってくれた言葉を少しご紹介します。これからNY生活に挑戦しようと思っている学生さんが少しでも現地の様子を理解し勇気 を出してくれるといいな、と思います。

Do you remember the first day of your new school? How did you feel?

Student A: When I started school in NY, I was very nervous. I was a 1st grader and I cried. But, Japanese friends in the class helped me a lot when I didn’t understand. On the 2^nd day, I didn’t want to go to school and missed my mom. But I went to school every day because I knew I had to go to school.  My mom said I had to go to school. And she bought me my favorite juice and it made me happy. 

Student B: I went to Milton school for the first time. I was more excited, not nervous. The table setting was so different compared from Japanese school. I started in 2^nd grade. I didn’t talk so much, but there was a boy that I could trust. So, I just kept following him everywhere and watched what he did.

Student C: My first day was online lesson because of COVID-19. Starting a new school and experiencing online lessons were both my first experience, so I was so nervous. But when I actually started going to school, I really enjoyed going to school. Everything was different from Japanese school. School had extra English curriculums and I enjoyed the atmosphere, which I felt like everyone was my family. 

What was your greatest achievement in America?

Student D: Moving to the USA changed me. In Japan, I didn’t know how big the world was. After I came to NY, for example, every house in Harrison was so big and everyone had a big yard. The parks were big as well. It was very comfortable for me to live in NY. In Manhattan, there were many kinds of people from all over the world. They get together and live in one place. And I felt we all need to get along with each other.
Understanding the importance of the world was my biggest achievement.

Student E: I didn’t play baseball in Japan, so I played baseball in NY for the first time. What I learned was everything in English. Learning a new sport in a different language was awesome.
Also, I was outside almost every single day with my brother doing sports such as baseball and basketball. That was better than studying and half of my friends I have now are friends from playing sports.

Student F: I could go to school every day and make many friends, and I could pass Eiken 2. They are all my big achievements! Now, I am going back to Japan. And I’m not so nervous about going back to Japanese school because I started Japanese weekend school in America after 2^nd grade. I love American school! American school has more fun events like Halloween and Valentine’s Day. I will miss American school.  

What is your advice to people who come from Japan or other countries?

Student G: If you can, you can study English before they come to America. If you can speak a little bit of English in school, it will be more fun to go to school. It’s also fun to talk to American friends. American friends are so friendly. People are friendly and kind in this country. And don’t be shy to ask when you don’t know and talk a little bit louder so that everyone in the class can hear your voice. If you don’t speak loud enough, they might just not hear you! Anyway, play and enjoy!

Student H: Do what you want to do! You want to think by yourself so that you will be more confident when you go back to Japan. Your experience in America will give you a new opportunity for your future.

Student I: You don’t have to worry about communicating with American people so much. When I visited another local school and took classes with them one day, the American students tried hard to understand me. They even used Google translate to try to communicate with me. It made me happy. If we all want to understand each other’s hearts, even though we can’t understand perfect language, we can still be friends.  Just keep your mind open.

Student J: Just don’t worry about English. You will understand what they are doing and saying by watching and hearing. Don’t stay inside all the time, go outside. Some American houses have basketball hoops and you can play with them and sometimes they would invite you inside their house and you can become their friends. Reading and writing practice help, too, but talking with friendly American kids can teach you better English. They talk a lot!

ファームステイ22、全員初体験の朝のブタさんのお世話ーブタのケージの掃除、干草のベット作りに餌やり。午前の英会話のレッスンの後は毎日様々なアクティビティを体験しますー乗馬、魚釣り、カヤッキング、スイミング、ナイトハイク、エッグハンティング、化石採集、射撃体験。

滞在中のお肉の食材は全てお世話をしてる家畜のブタや牛。必然と動物や農家の皆さんに感謝する気持ち、食べ物を大切にする気持ちが育み、それが自然環境を深く考えたり、自分で考え切り抜ける力、様々なステージでの共存を考える気持ちにもつながればいいな、と願ってます。

日を重ねるごとに責任感が出てきてみんなで協力しながらお世話できるようになりました。

夢中になって遊んでいる時がそのまま学びの時間へリンクする内容の濃い1週間。プログラム参加者には校外活動として目立って頑張ったことを記載したCertificateを渡し入試時などに役立ててもらえたらと思います。参加者のみなさんの今後の成長が楽しみです。

“Farm Stay’22” at Mattland Farm, New York.

First time farm experience for all of them. These kids did so many things they’ve never done before.

In the morning, they took care of the pigs – cleaning, bedding, and feeding.
Then they had English lessons – agriculture in NY, carbon footprints and the environment, big and small business, cultural differences, and manners. Every afternoon, we enjoyed various activities – horseback riding, fishing, kayaking, swimming, night hike, egg hunting, fossil hunting, and target shooting.

All of the meat we had on the trip was provided by our family farm, Mattland Farm. We could all feel how important it is to treat the animals with respect, take good care of them, and definitely didn’t waste any food.

As each day passed, they took responsibility and helped each other to do the chores. They got done faster and faster and could feel what it’s like being a farmer.

The positive real-life experiences we have may enhance our abilities and play an important role in whether we all grow up to have a sense of purpose at all.
We loved to see each kid’s growth.

Thank you so much to our Mattison family for making this program happen every year
We are so pleased to have such a caring and supportive family.

This year’s FARM STAY is ON!

Our Farm Stay 2022 is 7/25 to7/31 this year. We are in final preparation.
Six ambitious participants are all excited as we are.
We can’t wait to share time on the Mattison farm!
Our regular lessons will be closed from 7/23-8/4.
Here we go!

昨年はコロナの為中止となったファームステイでしたが、今年はコロナ対策も十分に施し参加者全員が7泊8日を健康に過ごすことができました。

2006年から開催し今年で15年目となるこのプログラムですが、毎年少しずつ新しい取組みや学びの場を増やし、学びありそして楽しみありの益々充実したプログラムになってきました。有難くも参加した皆さんから参加してよかった！という感想を毎年聞きますが、今後行ってみたい、興味があるけどどんな内容だろうという方のためにブログを利用して少しずつファームステイの中身を少しご紹介してみます。

ファームステイって何するの？
今回は毎朝行う農業体験についてお話しします。

☆農業体験
農業体験を通して酪農や農業、自然環境、自然との共存関係を学ぶことができます。これは地域やマティソン親族と連携しながら、参加者の「心の教育」や「いのちの教育」「食の教育」を主な目的とするものです。
滞在中は毎朝、豚牧場の飼育のお世話のお手伝いをします。普段嗅いだことのない動物のにおいや鳴き声にはじめは驚きの眼差しの参加者ですが、プログラム終盤になると飼育の流れを把握できるようになり自主的に行動できるようになってきます。

そしてお手伝いの最終日は牧場内の豚の飼育を参加者に任せられるまでになります。参加者同士が話し合い役割を分担し、「子豚とママ豚にはこれだけ、大人の豚にはこれだけ」、と餌やりの分量から豚の寝床を干し草で整える事までしっかりこなせるようになります。

また牧場のお世話をしながら少しずつ疑問を感じる参加者も出てきます。
子豚の可愛さに見とれ、抱っこして益々愛着が湧く一方、夕食で食べるステーキや朝食のベーコンはお世話をした牧場からの豚や牛。スーパーで食肉を購入する事が常の多くの参加者とってこの事実は普段滅多に考える事ではありません。
かわいいけど自分たちの食材になってしまう生き物の宿命をどうとらえたらいいのか。
世間では環境問題として牛肉を食すことを懸念する声も多く聞きます。
色んな意見がありますが、どの意見が正しいと教えるのではなく参加者一人一人が環境問題や育てた生き物をたべる事について自分なりの納得のいく考えに行きついてくれたらと思います。美味しく頂くのも、今後のお肉を口にする事を考え直すのも本人の責任であり自由です。
こんな体験が参加者の道徳観や責任感、自主性を育て自己肯定感も高くなり大きな自信につながっていきます。
必死になってお世話をする姿を見てあげてください。