A JET and elementary students exchange culture dancing the "Tokyo Ondo"!
I want to teach traditional Japanese culture in America!
Teacher Caitlin Orwell
From New York, USA.
She learned Japanese in her student days and studied abroad in Tokyo, making her proficient at Japanese.
Her experience on JET now is her fourth time in Japan.
How was dancing the Tokyo Ondo with the children?
Ms. Caitlin:
It was very interesting. We don't have dances like this in the USA so it was a little hard at first, but it became fun once I learned it. I'm interested in traditional Japanese culture, so I want to learn more.
What is your impression of Japanese elementary students?
Ms. Caitlin:
They're all so energetic. They're cute and docile, and I enjoyed talking with them.
You usually teach English to high school students, so what did you pay attention to about communicating with elementary school students?
Ms. Caitlin:
The way I choose my words to suit who I'm speaking to. This time it was elementary students, so I spoke slowly and clearly. I also paid attention to using the simplest words and shortest sentences possible.
Would you like to keep doing activities like this one in the future?
Ms. Caitlin:
This was a lot of fun, so of course I'd like to continue doing them. Trying out traditional Japanese culture together with Japanese elementary students is a wonderful opportunity and a great experience. When I return to America I plan to become an elementary school teacher, so I'd like to teach American children about traditional Japanese culture. Through learning Japanese traditions, I want to teach them to them to expand their worldview.
When did you first come to Japan?
Ms. Caitlin:
I first came to Japan on a trip with friends back in the summer of 2007, after I'd graduated high school. I'd always had an interest in Japanese history and culture, and I wanted to experience it for myself, not just read about it in books.
What surprised or impressed you when you came to Japan?
Ms. Caitlin:
I was shocked at how packed Tokyo trains get. New York has crowded subways, too, but not as much as Tokyo. I was impressed by how the trains are always on time, and that the trains and stations are always clean.
Aside from Tokyo, where have you been in Japan?
Ms. Caitlin:
I've been to Kyoto, Osaka, Nara, Okinawa, Nikko and Nagasaki. My university friend lives in Nagasaki, and I really liked what I saw of the area when I went to visit her.
By the way, what Japanese food do you like?
Ms. Caitlin:
I love kitsune udon!
Next, we spoke to Senzokuike Elementary School Principal Shuji Miyata.
Cultural exchange with JETs is a chance for students to use what they've learned
Principal Shuji Miyata
He became principal of Senzokuike Elementary School in 2013.
Aiming to cultivate abilities that can deal with a globalizing society, he concentrates his efforts on training for foreign language activities and traditional Japanese culture.
What is the goal of cultural exchange like the Tokyo Ondo dance with Ms. Caitlin and the children?
Principal Miyata:
The children greeted Ms. Caitlin, our friend from America, as a guest. Our goal was the cultural exchange that just occurred: to have the children learn the Tokyo Ondo in advance, teach it to Ms. Caitlin, and dance together with her. Cultural exchanges with JETs are perceived to be the best chance for children to use what they've learned through foreign language activities and international exchange studies.
Communicating with each other deepens understanding, and contributes to understanding between the cultures of both nations. The important thing in such times is respect towards the other party. I want them to be able to look at the expression or bow or their speaking partner and perceive if they're conveying what they want to convey.
The children were quite proactive in talking with Ms. Caitlin during the break time, weren't they?
Principal Miyata:
The 2nd year elementary students have very strong feelings towards what they want to do, say and teach.
"I want to convey what I've learned," "I want to try using English"... I think they were able to speak assertively with such feelings.
Fostering English listening comprehension from early elementary age
What are the merits of putting children in contact with foreigners from elementary school age?
Principal Miyata:
First and second year elementary school students have abundant curiosity, and the ability to absorb what's around them. Even such young students have the ability to listen to English, and no hesitation towards speaking English with the pronunciation they've heard. Accumulating many listening experiences during a time of such high absorption capability is effective towards the improvement of English ability. The more chances there are to participate in cultural exchanges while in elementary school, the more students will connect to the cultivation of global individuals.
What are you trying to achieve through cultural exchange with JET?
Principal Miyata:
I want to create as many opportunities as possible for direct contact between JETs and young children. This time, after dancing the Tokyo Ondo, each of them had time to ask their own questions. We're always thinking of ways for the children and JETs to enjoy interacting with each other.
What other cultural exchange do you have planned with JET?
Principal Miyata:
We will achieve cultural exchange through a variety of Japanese culture, such as tea ceremony, flower arrangement, calligraphy, rakugo and origami. We also have historic sites in nearby Senzokuike. We also have confectionery makers in the area. We're thinking of activities where the children investigate, learn of, and explain such regional culture. Looking ahead, we want to have even better events such as learning opportunities that let the children enjoy cultural exchange with JET.
