Interview

Tom Kenny

Tom Kenny is co-author of Nice Talking With You.

(Note: At the time of this interview Tom taught at Nanzan University. He is currrently teaching at Nagoya University of Foreign Studies -ed.)

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On Japan

What bought you to Japan?
When I finished graduate school, I had a degree in linguistics and no interest in jumping immediately into a Ph.D. program. It just seemed like teaching ESL was the right thing to do, and Japan was the right place to do it in. I have to admit that I had no particular fascination for things Japanese prior to coming here, although I like living in Japan just fine now.

What advice would you give to prospective teachers thinking of teaching in Japan?
I guess, first, it depends on how you define "teacher." Does it mean anyone who speaks English as a native language? Is it any native speaker who can occupy a student's time for fifty or ninety minutes? Otherwise, I'd ask prospective teachers "Why do you want to come to Japan?" If you think that you'll be a novelty here with your gaijin-ness, fuhgeddabowdit.

"English teachers" in Japan are a dime-a-dozen. If you don't know anything about teaching, don't think that someone will teach you how to do it. You will have pretty much have to figure it out for yourself. If you want to come, however, for the teaching challenge that Japan presents, then come on! You may have the time of your life. I am.

How does working in the Japanese university system compare with those of other countries you have worked in?
Can't say, really. Except as a graduate teaching assistant in the US, I never taught in any other country's university system. That aside, they seem to like meetings around here. Lots of 'em. Good time to catch up on my kanji study.

On Japanese Students

It is generally acknowledged that the level of English proficiency among Japanese -- despite the amount of money spent on EFL in the country – is below average compared to other countries. What are your views on this?
I can't imagine that I could say anything new that hasn't already been said over & over again on this topic. Pass!

How do you compare Japanese students with those of other nationalities you have taught?
Some of the Latin American kids I've taught were decent enough speakers, I guess, but I remember getting them to do what you want them to in class was always much tougher than with the Japanese. I guess that the reticent nature of the Japanese has always motivated me – once you get them going, it's such a joy to see them improve. There's such a payoff in that. The Japanese have always been my favorites, as students go.

What activities or exercises do you do for a class you have met for the first time? Do you have a personal favorite?
It's part of my personality to come on strong, and I expect classes to rise to my energy level quickly, the first day. I like to do a TPR activity that's very noisy, one with lots of hand-clapping & foot-stomping. Later we trade the physical noise for a spoken cacophony! I like anything that gets them out of their seats & chatty quickly – "Find someone who…" activities are great for that.

Otherwise, I'm not a big fan of games: I'm not saying that they don't work well, it's just that I don't know enough of them. I don't like the "Pet gaijin teacher" attitude, so I don't believe in answering all your student's questions about you & your life on the first day, you know, "Where are you from?" "Why did you come to Japan?" sort of thing. I think it's better to keep them guessing about you. Reveal yourself to them bit by bit over the semester, if at all.

One thing that I think is essential for teachers to do on the first day is to tell the students what to expect from you and your class. I'm not talking how about much fun every class will be, or about what textbook you'll use, or running down a list of THE RULES. I mean share with your students the vision that you have for their learning. You will never have their attention better to accomplish this than on the first day. Be concrete and concise. Tell them what they will be able to do at the end of the year that they can't do now, at that very moment. And let them know that you will serve as their guide. Introducing "the vision thing" right at the start, and then leading students back to it, saves a million hassles with motivating learners later.

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