Issue #76 July 2010 Tottori, Japan
Newsletter of the "Global Issues in Language Education" Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT)
GLOBAL ISSUES IN LANGUAGE EDUCATION NEWSLETTER
76th Issue
celebrating 76 issues and 20 years in print since 1990
Kip A. Cates, Tottori University, Koyama, Tottori City, JAPAN 680-8551 E-mail: [email protected] Work Tel/Fax: 0857-31-5148 Website: www.gilesig.org Check out back issues on our homepage!
NEWSLETTER #76
The year 2010 commemorates the 20th anniversary of our Global Issues in Language Education Newsletter. Thanks to all those who have contributed over the years. Check out our two decades of back issues on our website! Our special theme for this issue is “Teaching about Apologies and Forgiveness”. This features (1) an analysis by Heidi Nam of how apologies are taught in high school English textbooks in Korea, (2) a description by Darren Lingley of an EFL unit on apologies, critical incidents and cross-cultural communication, and (3) a special section of ideas, quotes and classroom activities for teaching about apologies, forgiveness and reconciliation. Also included are a description of a unique volunteer program for Japanese EFL students in Boston, a report on the 2010 Osaka Pan-SIG Conference plus all the latest global education news and information.
♦ INVITATION: After 20 years as a paper newsletter, we’re now offering electronic subscriptions by e-mail. Please let us know if you’d like to try this eco-friendly option!
Special features this issue: * Abstracts of articles on global themes from language teaching journals 4 * Conference Report: Global Issues at Pan-SIG 2010 (Osaka, Japan) 6 - 7 * Out of the Classroom: Learning through Volunteering by Michelle Smith 8 – 10 * Special Feature: Teaching about Apologies and Forgiveness 11 – 13 * Apology and Forgiveness in Korean EFL School Texts by Heidi Nam 14 – 16 * Global education events: Peace One Day, One World Week, Ramadan 17 * Critical Incidents and Apologies Across Cultures by Darren Lingley 18 – 19 * Profile: Resource Books for Teaching about Apologies and Forgiveness 21
Global Issues in Language Education 1 Printed entirely on recycled paper.
A N N O U N C E M E N T S
International Cooperation Festival Global Education Events October 2 - 3, 2010 Hibiya Park, Tokyo
Cross, UNICEF, Doctors Without Borders, Peace . Intercultural Learning for a Global World Boat…) plus concerts, workshops and ethnic Japan Intercultural Institute (JII) cuisine. Don’t miss it! Bring your students!! Oct. 17, 2010 (Shirayuri College, Tokyo)
www.japanintercultural.org/conference2008.aspx
National Japan Lecture Tour . National Forum on Character Education
November 11 – 22, 2010 October 28-30, 2010 (San Francisco, USA)
Website:
Anna Baltzer is a Columbia University graduate, www.humanrightseducationconference2010.com.au/
a former EFL teacher, an ex-Fulbright scholar, a . Uniting Cultures through Education granddaughter of Holocaust refugees, and an Dec. 1 - 3, 2010 (Rome) award-winning lecturer, writer and activist for Website:
the Israeli Occupation. This fall, she will make a . Leadership for a Sustainable World national Japan lecture tour on the following dates. January 27, 2011 Berlin (Germany) Please contact Kip Cates if you’d like to help us Website:
Clean Up The World Teachers Against Prejudice Green Teacher Magazine
< www.cleanuptheworld.org > www.teachersagainstprejudice.org < www.greenteacher.com >
Clean Up The World is a global Teachers Against Prejudice is a Green Teacher is a dynamic eco-campaign to improve local US-based non-profit association environmental education website communities. This year’s 2010 dedicated to fighting prejudice, and magazine which offers Clean Up the World Weekend will hate and intolerance through exciting teaching ideas, activities be held from Sept. 17-19. Schools education. Check out their list of and resources to help promote and teachers are invited to join. recommended films and books! global awareness at your school.
Global Issues in Language Education 2 Newsletter Issue #76 July 2010
JALT GLOBAL ISSUES SIG OFFICERS FOR 2010
Here are our 2010 officers for the Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT). Please get in touch with us!
ADMINISTRATIVE OFFICERS REGIONAL OFFICERS PROJECT OFFICERS
SIG Chair & Newsletter Editor: Hokkaido: Tim Grose (at left) SIG Programs:
Kip Cates Tohoku: Open Naoko Harada
Tottori Univ., 4-101 Minami, Kanto: Mark Shrosbree Japan Women’s University Koyama, Tottori City 680-8551 Tokai Univ (Shonan Campus) Affiliated Sr. High School
"Book Aid" South Africa Library Project WHERE CAN I DONATE USED Help poor South African kids! Check first to see LANGUAGE TEXTBOOKS? what's needed. They'll mail to South Africa. Chikako Noda (Japan)
Directory of Book Donation Organizations Browse their new website for a listing of projects HOW CAN I MINIMIZE MY which donate books to developing countries. ENVIRONMENTAL IMPACT? Sabre Foundation, 872 Massachusetts Ave., Cambridge MA 02139, USA How to Save Paper in School
Website (updated):
Vietnam Book Donation Project Zero Garbage (in Japanese) Reduce Donate materials to teachers in Vietnam! Pay http://3r-forum.jp/ Re-use your own shipping costs. Send to Tran van Phuoc How to Become a Green School Hue University (Foreign Lgs.), 27 Phan Dinh Recycle www.greenschools.net/ Phung, Hue, Vietnam
Global Issues in Language Education 3 Newsletter Issue #76 July 2010
GLOBAL ISSUES IN LANGUAGE TEACHING JOURNALS
Abstracts of articles on global themes from language teaching journals.
A View of ELT in Mae Sot English for Religious Purposes in Egypt
by Phil Owen
In this article, the author describes his visits to Mae Sot, the British Council. The program will teach English for Thailand - a town on the Myanmar border with Karen, religious purposes to 380 Islamic theology students. Shan and Burmese refugees and migrant workers. His The EFL center was established by Al-Azhar’s new involvement began after a 2006 visit to Myanmar when rector, Sheikh Ahmed el-Tayeb, an Islamic judge who is regarded by opponents as being “too liberal”. he assisted Burmese monks with teaching English. During his two visits to Mae Sot (in 2008 and 2010), he “EFL Fillip for Theology” in EL Gazette #366 visited several schools of bare concrete classrooms with July 2010, UK. www.elgazette.com no doors as well as a better equipped school for migrants run by a Japanese NGO. For English teachers New Hindu Deity: Goddess of English wishing to volunteer, most local NGOs ask for a 3-month commitment. To learn more, he recommends India’s 330 million Hindu gods have been joined by a The Curriculum Project
The English Connection Vol. 14/2 Summer 2010 the Dalits (a marginalized “untouchable” group outside Korea TESOL
Scientists have discovered that speaking a second will be honored each year on Oct 25, birthday of Lord Macaulay, an advocate of English during the British raj. language protects against senility. A recent study in Canada found that bilingual people succumb to “Delhi Hails Goddess of English” in EL Gazette #366 dementia four years later than monolinguals. July 2010, UK. www.elgazette.com
nd “Learning a 2 Language Can Protect Against Dementia” by Julia Robinson in EL Gazette #363 The Perceived Value of Videoconferencing for April 2010, UK. www.elgazette.com Primary Pupils Learning a Modern Language
by Magda Phillips
by Agnes Chan (Hong Kong) This article describes a recent study of British
China’s State Administration of Radio, Film and children’s attitudes to using video conferencing (VC) as Television (SARFT) has announced a media ban on part of their primary school modern language study. untranslated foreign acronyms, including NBA The project linked British children studying French in (National Basketball Association), GDP (Gross an elementary school in England with French children Domestic Product) and WTO (World Trade in a partner school in France. The program promoted Organization). A Chinese EFL teacher complained that children’s French speaking skills through conversations the ban “disrespects Chinese people who are on meaningful topics via twice weekly video chats. The accustomed to these, insults Chinese by implying it author found that the pupils saw VC as useful for can’t assimilate foreign acronyms and calls into language learning, became more motivated, developed question China’s 30-year policy of opening to the greater confidence and looked back at VC as a highlight world.” A TAC official (Translators Association of of their school French program. One child in the survey China) stated that foreign words “endanger Chinese.” A reported on the experience as follows: government official justified the ban explaining, “We It’s helped me to be more confident with my speaking have to preserve the purity of the Chinese language. out in different languages, knowing that I’ve spoken to That’s our social responsibility.” people in different countries.
“China Moves to Axe English Acronyms” EL Gazette Language Learning Journal 37/2 July 2009 UK #366 July 2010, UK. www.elgazette.com www.all-languages.org.uk/publications_journals.asp
Global Issues in Language Education 4 Newsletter Issue #76 July 2010
NEWS FROM LANGUAGE TEACHING ORGANIZATIONS
Key Internet Websites on Global Issues Language Education Conferences and Language Teaching
. Asia TEFL English as a Global Language August 6 - 8, 2010 Hanoi (Vietnam)
Website: www.asiatefl.org
. JACET Tomorrow’s Learners & Teachers September 7 - 9, 2010 Miyagi (Japan) JALT Global Issues SIG (Japan) www.gilesig.org Website: www.jacet.org
. IGALA International Gender & Language Korea TESOL Global Issues SIG (Korea) www.kotesol.org/?q=globalissues Sept. 18 - 20, 2010 Tsuda College (Tokyo) Website: http://orc.tsuda.ac.jp/IGALA/ IATEFL Global Issues SIG (UK) http://gisig.iatefl.org/ . JACES The Media and English Education Oct. 2 - 3, 2010 Tokai University (Tokyo) TESOL’s Social Responsibility IS (USA) www.tesol.org (search for “SR-IS”) Web: wwwsoc.nii.ac.jp/jaces2/fr_taikai.html
. TELLSI CALL for Change in ELT Teachers of English to Oct. 13 - 15, 2010 Tehran (Iran) Speakers of Other Languages Website: http://tellsi8.alzahra.ac.ir/ 1925 Ballenger Ave, Suite 550, . KoTESOL (PAC) ELT in the Global Context Alexandria, VA 22314-6820 USA Oct. 16 - 17, 2010 Seoul (South Korea) E-mail
Outside the Box. Full details in our fall newsletter. SR-IS Chair: Earlene Gentry (USA/Egypt)
Int’l Association of Teachers of English as a Foreign Language Don’t forget to renew your Global Issues Darwin College, University of Kent, Canterbury, Kent CT2 7NY, UK MEMBERSHIP / SUBSCRIPTION
Deadline for Proposals: September 17, 2010
IATEFL’s Global Issues SIG (GI-SIG) More Conference Information Catch up on activities by IATEFL’s GI-SIG at: Website: http://gisig.iatefl.org/ <> www.conferencealerts.com/language.htm Chair: Mike Solly
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Report: 9th Pan-SIG Conference on “Learner Perspectives” May 22 - 23, 2010 at Osaka Gakuin University, Japan www.pansig.org
The annual Pan-SIG conference is a collaborative effort of the Special Interest Groups (SIGs) within the Japan Association for Language Teaching (JALT). This two-day conference is held every year for SIG members to present and attend presentations related to their “special interests” as well as to the special theme of each year’s conference.
CONFERENCE OVERVIEW PRESENTATIONS
This year’s 2010 Pan-SIG Conference was held on Looking at the Amish: A Japanese Perspective the weekend of May 22–23 at Osaka Gakuin This session described an EFL unit on “The University. The event was organized by JALT’s Amish“ which was designed as part of a college Kyoto Chapter and co-sponsored by 13 JALT Special global issues course. The unit uses readings and Interest Groups, including JALT’s Global Issues SIG. video clips to introduce Japanese students to the It featured 90+ presentations by teachers from around Amish, their history, their culture, their lifestyle and Japan. Three plenary sessions were held: their emphasis on values such as tolerance, simplicity and pacifism. Brian Teaman (Osaka Teaching for a Better World: Global Ed and EFL Jogakuin University)
Aiming for ESP Bilingualism English through International Volunteer Work This plenary discussed the field of “English for This session described the cultural experiences and Specific Purposes” (ESP) and its origins in English language learning of 5 Japanese college occupational training, science and technology. It students who took part in an international volunteer argued that ESP has a special value as a way to help workcamp in Mongolia. The students joined language learners to acquire communicative volunteers from Taiwan, the US and Mongolia for a competence and become autonomous learners. The 2-week program volunteering at an orphanage in session ended with a student-designed skit on the Ulaanbataar. Warren Decker (Momoyama Gakuin topic of using English for vaccinations of foreign University)
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An Introduction to the Geopolitics of Oil and Task-Based Learning for Education for Content-Based Teaching Effectiveness Sustainable Development [poster session] This session outlined the results from 5 years of This poster presentation introduced global education teaching a one-semester content-based EFL course language learning tasks designed around the topic of on geopolitics with a focus on oil. The course was sustainable development. The tasks focused on the taught purely through content with no explicit three themes of interconnectedness, root causes plus language instruction. The presenters discussed the cause and effect using the Willis (1996) model of effectiveness of the course, student responses and Task-Based Learning to examine a variety of global the challenges of teaching content-based global issues within the focus of UNESCO’s Decade of issue courses to intermediate students. Zane Ritchie Education for Sustainable Development. Matthew (Ritsumeikan University) & Richard Miller (Osaka Walsh (Momoyama High School, Osaka) Denki Tsushin Univ.)
A Survey Research on College Students’ Global Education in EFL: Project-Based Perceptions of Global Citizenship Learning on Okinawa [poster session] This talk discussed the challenge of promoting This poster session outlined a high school and global citizenship through English and reported on college EFL teaching unit on the topic of Okinawa. the results of a questionnaire survey which asked The unit begins with an Okinawa quiz followed by 110 Japanese college students about the knowledge, student research, group presentations and a variety skills and attitudes they perceived as necessary in a of student projects. Class activities include debates global society. Masataka Kasai (Kansai Gaidai on American military bases in Okinawa, a student- College)
University)
How Global Issues Made Compulsory JALT’s Global Issues SIG would officially like to Language Lessons Compulsive thank Catherine Kinoshita, the 2010 Pan-SIG This presentation described how German and French Organizing Committee and Osaka Gakuin lessons in a UK school were given an international University for their hard work and hospitality in dimension through teacher-created materials designed hosting a very successful conference. from a development education perspective on the theme “children around the world” which featured fictional stories of children in Asia, Europe and Africa. 2011 PAN-SIG CONFERENCE Thomas Lockley (Kanda University of International May 21-22, 2011, Matsumoto City, Nagano Studies)
Japanese college EFL classes designed to catch Coordinator: Mark Brierley students’ interest, stimulate language learning and Contact e-mail:
Global Issues in Language Education 7 Newsletter Issue #76 July 2010
Out of the Classroom: Experiential Education through Volunteering
by Michelle Smith (Showa Boston Institute, Boston, USA)
Background three different options for volunteering which It was a warm late summer day and 20 eager students can decide upon, based on interest and Japanese university students descended on a local schedule. First is the aforementioned original Boston food pantry for their first volunteer Community Service Elective. Interested students sign experience in the United States; for most it was their up for a semester-long class that meets once a week first volunteer experience ever. As the food pantry’s in the classroom and once a week on a site. The volunteer coordinator went through the 30-minute teacher uses the class time to troubleshoot problems orientation on “how-to” sort food, the students’ and brainstorm solutions to make the volunteer expressions moved from furrowed brows to glassy experience a smooth process. She also keeps in eyes, overwhelmed by the English. They were then contact with site coordinators to ensure everyone’s ushered into the sorting room to join Tufts University satisfaction with the program. Due to tight schedules students already hard at work. With the knowledge while in Boston and class size constraints, some that the bus back to campus wouldn’t leave for two Showa students are unable to take the elective class. hours and a gentle nudge (literally) from Showa’s For this reason, many students opt to volunteer once a volunteer coordinator, the students smiled nervously week on their own. Students are matched with an and got to work. The Showa Boston Volunteer on-going volunteer project based on their interests Program had begun.
History Showa Boston has long offered community service opportunities for Japanese students studying in the US. For years, more than 30 students per semester have taken a Community Service Elective class with the opportunity to participate weekly at a and availability. The projects range from month-long service site under the watchful guidance of an to semester-long. These students must be responsible instructor. In addition, students who have taken part and outgoing because their success relies mainly in Showa’s summer session have experienced many upon themselves. The volunteer coordinator places different types of volunteering over a four-week span, them, helps with initial site contact, and serves as a again under the watchful eye of their teacher. In the resource as needed, but students are expected to take year 2005, however, Showa received grant money as the initiative. Finally, as an opportunity for students part of the Japanese Ministry of Education’s Good who cannot take the elective class or the independent Practice (GP) Program. The GP Program allotted weekly volunteering, the Showa Boston coordinator funding to be used particularly to expand the organizes small and large group projects for students volunteer program, so that the opportunity to who would like a one-time chance to participate. volunteer would be made available to all Showa These projects are posted monthly, or as they arise, students in many different forms. Showa Boston was and students sign up at will. Even with these three thrilled with the opportunity. A teacher was given the options working simultaneously, the demand for task of “volunteer coordinator,” a part-time position volunteering still greatly outweighs the supply of charged with finding volunteer projects for students available projects. and overseeing their success. With monumental successes and a few minor failures, the expanded Volunteer Sites Showa Boston volunteer program is now entering its Over the years, dozens of sites have welcomed sixth year of existence. Showa student volunteers in one capacity or another. There have been soup kitchens/food pantries where Options for Students students help sort, cook, and serve food to the Showa Boston has approximately 200 Japanese homeless and hungry. Showa students have provided students on-campus in a given semester. Whether or company and companionship for elderly residents not a student chooses to volunteer while in Boston is, living in nursing homes or hospitals. Many students by nature, purely voluntary. In an effort to reach all have volunteered in childcare facilities providing students who would like to participate, there are one-on-one attention to children.
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Still others students have worked with the have he opportunity to gain work experience. In the environment on projects ranging from trash collection United States, as well as in a growing number of to conservation. Yet others choose to work with countries around the world, volunteer experience is animals at the local zoo or through the Society for the desirable among future employees. Finally, students Prevention of Cruelty to Animals (SPCA). Finally, a have the chance to spread knowledge about their number of students have volunteered to teach native cultures which, in general, fosters Japanese culture anywhere from schools to museums. understanding and tolerance. Showa has found that there are an inexhaustible number of volunteer possibilities for students; one Program Challenges only has to ask. As amazing as the program is for the most part, it is not without its challenges. Showa has struggled Volunteer Numbers with three main obstacles. Showa Boston operates on semesters, which are First, language creates a number of problems. slightly askew from the American semester. The Showa’s students have a wide range of English ability, greatest numbers of students are on campus for the and often this makes communication difficult: fall semester, although spring semester numbers, and students are unable to understand directions from consequently the demand for spring volunteering, are their site coordinators and site coordinators are ever increasing. Currently, Showa is able to offer five unable to understand questions from the students. sections of the Community Service Elective every fall. Students also often want to participate in projects that There are approximately 16 to 18 students per class have a high level of human interaction such as at a resulting in 80 to 90 volunteers. An additional 30 to hospital or a nursing home. They are disappointed 40 students choose to volunteer independently on a when they are unable to and feel that the more weekly basis. Approximately 40 to 70 students language-level-appropriate projects, such as invasive volunteer each month through small or large group species removal, is beneath them. one-time projects. This group often includes students who are already participating through one of the A second challenge is the students’ lack of weekly options but wish to try some different understanding of the concept of “volunteerism.” volunteer experiences too. Since last spring, all Students with little personal or cultural experience on students in the spring semester now volunteer twice this topic often expect to observe and make friends. weekly. This year that equals 100 students. Every They are surprised by the amount of effort one must year Showa has about 25 students who are in Boston put into volunteer work.
to study for 18 months (three semesters). All of these Finally, there are sometimes personality conflicts. students become members of a larger Boston-based Students are occasionally shy and unable to overcome volunteer organization, Boston Cares, and are able to this to be successful. At times, they are also pick and choose among their wide array of projects at irresponsible, saying they will be somewhere and will. Finally, every summer Showa hosts a summer then not showing up. Despite these challenges, the session, where about 15 students study the concept of student (and site) satisfaction level remains high. “volunteerism” and take part in a number of projects during their four weeks in Boston. Feedback on the Program There is no shortage of student feedback on Student Benefit Showa Boston’s volunteer program. Showa values all There are many benefits to volunteering for feedback, both positive and negative, in an effort to international students. As with any kind of better the overall program to cater to students’ needs. volunteering, students are helping those in need -- be Much of the feedback received from participants it an organization or an individual – and all of the reads as follows: good feelings that come from helping apply here as Student Comments well. An added benefit for foreign students is that volunteering allows them to meet Americans and • I felt proud when someone thanked me become involved in their host community. This often • I want to go back again heightens their motivation to learn English. The • I made a friend students also gain an outlet for speaking English with • It was very hard, but I felt it was an important job both native and nonnative speakers. This is • At first I was nervous, but everyone was so kind immeasurably valuable for Showa’s monolingual • I didn’t think I could do it, but I tried my best population. Students also, depending on the project, • I felt happy to help.
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Conclusion college, a four-year university, a graduate school, an Showa Boston’s volunteer program is a thriving, overseas Boston program and an Open College which successful program today due to the efforts of its promotes lifelong learning to people in the local collective parts: from Showa’s bus drivers who help community.
students arrive on-time to their sites, to Showa’s new full-time volunteer coordinator who works tirelessly to serve all students, to the numerous sites that Showa Boston Institute welcome international students into their organization
and foster their personal growth. Students share Japanese culture through local school visits, festivals
This article is based on a talk given by the author at the and personal contacts. TESOL 2010 conference in Boston, USA. Showa Boston believes that culture and language are inextricably linked and are best learned Michelle Smith in conjunction with each other. Our Showa Boston Institute, Boston, USA English-as-a-Second-Language classes combine skills E-mail:
Global Issues at ESL Etc HATO Youth for Human Rights
< www.esletc.com > < www.facebook.com > www.youthforhumanrights.org
ESL Etc. is a dynamic website HATO (Hands Across The Ocean) Youth for Human Rights (YHR) dedicated to bringing global issues passes out food and clothing to is an international NGO which has and activism into English language homeless people in Osaka. Join its produced a powerful set of 30 teaching. The website provides facebook group to get news on public service TV ads designed to free handouts, resources, podcasts upcoming future events and to help promote human rights. See these and articles as well as an on-line raise awareness among Japanese ads on-line or order the DVD for forum for sharing teaching ideas. students of homelessness in Japan. your classroom teaching.
Global Issues in Language Education 10 Newsletter Issue #76 July 2010
Special Feature Sorry! It’s OK! Teaching about Apologies and Forgiveness
Why Teach About Apologies? ADVANCED APOLOGIES One of the skills that foreign language learners According to the site
to forgive: to stop blaming someone or stop being angry with someone for Teaching Ideas something they have done. • Have students enact a roleplay, skit or drama based on a personal or public apology BASIC APOLOGIES IN ENGLISH Have students research famous public or http://edition.tefl.net/ideas/functional/apologizing/ • national apologies, analyze what made them The standard structure of a typical English apology effective, then report on them in class consists of the following three parts: • Have students study Truth and Reconciliation 1. give an apology (I’m sorry I was late.) Committees, then research one as a case study 2. explain the reason (I missed the bus.) • Have students research and report on public
3. make a future promise (It won’t happen again.) apologies given by (or in) their own country
• Have students view a film clip or listen to a FIVE TIPS FOR EFFECTIVE APOLOGIES song about apologies, then discuss it in class
You can help your English students become better at • Show how to write a letter of apology, have apologies by teaching them a few key points: students think of 3 people they owe apologies
1. Intensifiers: Have students use intensifiers to to, write letters to them and then mail them
make their apologies stronger, more forceful and • Encourage your students to become “citizen more sincere (I’m so sorry. I’m really sorry. I’m diplomats” by writing letters of apology on very sorry. I’m terribly sorry.) behalf of their country or group to minorities, 2. Variety: In some cultures, people apologize by neighboring states or former “enemy” nations repeating the same word (Sorry. Sorry. Sorry.) In apologizing for present or historical injustices English, this can sound strange. It’s better to use a
variety of expressions in combination: (I’m so sorry. It’s my fault. I apologize.) How to say “I’m sorry” in 10 languages!
3. Intonation: With the wrong intonation or stress, www.omniglot.com/language/phrases/sorry.htm
apologies can sound insincere, sarcastic or arrogant. Work with students to make sure they I’m sorry. English understand the importance of intonation. Je suis desole. French 4. Body language: A great English apology can be Es tut mir leid. German ruined through bad body language or a lack of eye Lo siento. Spanish contact. Help students to understand the Izvenitye. Russian importance of posture, gaze and gesture. Ana asif. Arabic 5. Formality levels: Teach students to recognize Samahani. Swahili formality levels from formal (We regret to Gomen nasai. Japanese announce the delay of Flight 815) to informal Dui bu chi. Chinese (Sorry about that.) to slang (Oops. My bad.) Mian hamnida. Korean
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Famous Historical Apologies TRUTH AND RECONCILIATION www.upenn.edu/pnc/politicalapologies.html
1970 Willy Brandt apologized on behalf of A Truth and Reconciliation Commission is a Germany for the 6 million Jews murdered in committee set up to investigate wrongdoing after a the Holocaust. In a dramatic gesture, he war, atrocity or human rights violation with the aim of dropped to his knees in the Warsaw ghetto to resolving the conflict, ensuring peace and bringing express guilt, sorrow and responsibility. about reconciliation. Have your students check out the 1988 The US government apologized for its key ones below.
WWII internment of Japanese Americans, gave $20,000 to each survivor and set aside South Africa (1995) A commission $50 million to teach about this injustice. set up under Bishop Desmond Tutu to 1993 President F. de Klerk officially apologized investigate human rights abuses under apartheid and to for South Africa’s apartheid system. hear testimony from victims and perpetrators.
1995 PM Tomiichi Murayama apologized for
Japan’s acts of aggression and colonial rule. Argentina (1983) A commission 1995 Former Alabama Governor George Wallace set up to investigate the fate of the apologized for fighting racial desegregation “disappeared” during Argentina’s “Dirty War”. It 1998 Tony Blair apologized for the 1972 Bloody issued a report “Nunca Mas” (Never Again) in 1984.
Sunday massacre of N. Ireland civilians.
2001 Pope John Paul II apologized for incidents of South Korea (2005) A commission sexual abuse by Catholic priests. set up to investigate massacres and 2008 Australian PM Kevin Rudd apologized for human rights abuses during the Japanese colonial historical wrongs to the Aboriginal people. period, the Korean War and the post-war dictatorship.
Some Historical Refusals to Apologize Similar commissions have been set
1991 Japan refuses to apologize for Pearl Harbor up in 18 nations around the world 1995 The US refuses to apologize for Hiroshima including Canada, Chile, El Salvador, Fiji, Peru, the Philippines, Sierra Leone, East Timor and the USA. 2009 China refuses to apologize for Tiananmen. 2010 Israel refuses to apologize for its attack on a Turkish flotilla bringing aid to Gaza Websites for and about Apologies
Apologies in the Movies . U. Penn. Timeline of Historical Apologies www.upenn.edu/pnc/politicalapologies.html
Info on personal, public and business apologies. Gone with the Wind (1939) Rhett Butler apologizes to a group of Southern men . I’m Sorry Website
Ghosts of Girlfriends Past (2009) ------Connor Mead apologizes to his ex-girlfriend for . Things to Teach about Apologizing http:// destroying her wedding cake, seducing her mother, edition.tefl.net/ideas/functional/apologizing/ knocking out her father and ruining her wedding. Good EFL site for teaching about apologizing.
School of Rock (2003) . EFL Learner Apologies www. ccsenet.org/ Jack Black apologizes for impersonating a teacher journal/index.php/elt/article/view/2572/3299/ and for lying about his background to his students. Article by Ilknur Istifci
Captain von Trapp apologizes to Maria for acting coldly and ordering his children about like slaves. Apology Songs (google “apology songs”)
Bridges of Madison County (1995) Sorry Seems to Be the Hardest Word (Elton John) Clint Eastwood apologizes to Meryl Streep for Apology Song (The Decemberists) suggesting she leave her family to be with him. I’m Sorry (Brenda Lee)
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Quotes about Apologies Quotes about Forgiveness
"An apology is the superglue of life. It can repair "To err is human, to forgive divine." just about anything." Lynn Johnston Alexander Pope "Right actions in future are the best apologies for "Forgiveness is the key to action and freedom." bad actions in the past." Tryon Edwards Hannah Arendt "A stiff apology is a second insult. The injured "Peace is not possible without forgiveness." party doesn’t want to be compensated because he Naomi Drew has been wronged; he wants to be healed because "An eye for an eye leaves the whole world blind." he has been hurt." Gilbert Chesterton Mohandas K. Gandhi "It takes a great deal of strength to apologize from "Let us forgive each other - only then will we live the heart. You must have a deep sense of security in peace” Leo Tolstoy to genuinely apologize." Stephen Covey "Before we can forgive one another, we have to understand one another." Emma Goldman Historical Apologies "When you forgive, you don’t change the past. But you do change the future." Bernard Meltzer "I rise today to offer a formal and heartfelt apology "To forgive is to set a prisoner free and discover to all the victims of lynching in our history, and for that the prisoner was you." Lewis Smedes the failure of the United States Senate to take “Forgiveness is the most important step to end action when action was most needed." US Senator conflicts in our families, communities and George Allen (2005) between nations.” Robert Alan "You can’t undo anything you’ve already done, but "Without forgiveness life is governed by an you can face up to it. You can tell the truth. You endless cycle of resentment and retaliation." can ask for forgiveness." George Allen Roberto Assagioli "We cannot change the past, but we can change our "Forgiveness is an act of the imagination. It attitude toward it. Uproot guilt and plant challenges us to give up destructive thoughts and forgiveness. Tear out arrogance and seed humility. imagine a better future." Larry James Trade love for hate." Maya Angelou "The stupid neither forgive nor forget; the naïve “Why must conversions come so late? Why do forgive and forget; the wise forgive but do not people always apologize to corpses?" David Brin forget." Thomas Szasz
Apologies in Everyday Life Humorous Quotes
"In some families, please is the magic word. In our "Always forgive your enemies - nothing annoys house, it was sorry." Margaret Laurence them so much." Oscar Wilde "Never ruin an apology with an excuse." Kimberly "An apology is a good way to have the last Johnson word." Author Unknown "Always apologize immediately. It's easier to eat "When I was a kid, I prayed every night for a crow while it's still warm." Dan Heist new bicycle. Then, I realized that God doesn’t "Life is too short to be spent nursing animosity or work that way. So, I stole one and asked him to registering wrongs." Charlotte Bronte forgive me." Emo Philips "I refuse to let what happened to me make me "There's no point burying a hatchet if you put up bitter." Nicole Kidman a marker on the site." Sydney Harris
United Nations Works 100th Anniversary of the Shin-Eiken Association
< www.un.org/works/ > Annexation of Korea (1910-2010) < www.shin-eiken.com >
wikipedia / www.nikkan100.net
United Nations Works is a August 29 marks the 100th anniver- Shin-Eiken is a Japanese high great website for teaching sary of Japan’s 1910 annexation of school English teachers’ group about poverty, peace, human Korea. Have your students study what active in peace and global rights and AIDS. See their people in both countries are doing to education. Check their website What’s Going On? videos. overcome the bitterness of the past. and magazine Shin Eigo Kyoiku.
Global Issues in Language Education 13 Newsletter Issue #76 July 2010
Apology and Forgiveness in Korean EFL School Texts
by Heidi Vande Voort Nam (Chongshin University, Seoul, S. Korea)
Since the ability to use language to mend textbooks may lack expressions for forgiveness. relationships is part of communicative competence, a On the other hand, identifying expressions for complete language teaching curriculum ought to forgiveness is not always straightforward. Unlike include the functions of apology and forgiveness. accusation or apology, forgiveness is not a speech act: Several studies have indicated that classroom Where an apology is realized in the expression “I’m instruction in apologies can lead to improved sorry”, forgiveness is not accomplished by making a pragmatic performance (Rose 2005). declaration such as “I forgive you.” Someone could say the words “I forgive you” without internally forgiving What needs to be taught the other person. In fact the expression “I forgive you” Several contextual factors may affect the type of could aggravate tension in the relationship by implying language that is appropriate for an apology: the social that the speaker is a judge over the other person. distance between speakers, the power relationship Nevertheless, people do respond to apologies, and between speakers, and the severity of the offense their responses may indicate either continued hostility (Davila 2004). Social distance between speakers has to or a desire to mend the relationship. Appropriate do with how well speakers know one another. If responses to apology are also worthwhile targets for speakers are co-workers, there is more social distance language students. than if they are family members, but less social distance than if they are strangers. The power The power of the textbook in South Korea relationship concerns which speaker has more power. South Korea is well-known for its exam driven An upward apology (student to teacher, employee to culture. Because of the immense pressure to teach to the boss) will be different from a downward apology test, Korean public school teachers tend to adhere to the (teacher to student, boss to employee) or from an content of their textbooks, and generally speaking, if it apology among equals (siblings, classmates, isn’t in the text, it isn’t taught. Despite the limitations coworkers). on supplementing, I believe it is possible for teachers to Of course, some offenses are more severe than use the opportunities present in the curriculum to teach others. At times, speakers apologize when they have the language of conflict resolution. not personally done anything wrong (“I’m sorry. You To see what opportunities are in public school seem to have the wrong number.”) Some offenses are textbooks, I looked at 20 Korean middle and high school EFL textbooks. My research questions included: mild (“I’m sorry. I’m not very good with names”) and others are more severe (“I owe you an apology. I lost (1) Are apology and forgiveness included at the book you lent me.”) different levels of the Korean public school If these contextual factors are not taken into English curriculum? consideration, then the apologizer risks being (2) Do these situations reflect differing levels of misinterpreted. Over-apologizing for minor offenses offense severity, power, and distance? (“I’m so sorry. It’s all my fault.”) might come off as insincere. Conversely, under-apologizing for a serious Method offense (“You broke my cellphone!” “Oh. Sorry about For each instance of apology in the textbook (or that.”) may appear rude. Since pragmatic errors of this tapescript), I rated the severity of the offense, the social type could undermine the reconciliation process, it is distance and the power relationships of the speakers, important that students learn to associate apology and the type of response to the apology, if any. I forms with appropriate contexts. distinguished four levels of offense severity:
Response to the apology • none (when there is no harm done, or the apologizer Of course, an apology alone is not enough to mend is not at fault) a relationship. Successful reconciliation involves both • minor (when the injured party is unlikely to be the apologizer and the injured party. The injured party angry) should also express a desire for reconciliation. • moderate (when the injured party is likely to be Although apology is frequently covered in language somewhat angry) courses, Smith and Carvill (2000) suggest that some • severe (when the injured party is likely to be angry.)
Global Issues in Language Education 14 Newsletter Issue #76 July 2010
Wherever possible, I identified the following three diverse range of relationships than middle school levels of social distance: textbooks. At the middle school level, more than half of the dialogs (53%) were between friends or family • Close (friends, family) members. At the high school level, there were more • Familiar (co-workers, classmates) dialogs among acquaintances such as classmates or • Strangers (waiter-customer, people on a street coworkers. Both levels primarily showed apology I also recorded three types of power relationships: among equals (72% at the middle school level and 63%
Up (student to teacher, child to parent) at the high school level), but the high school textbooks Equal (friend to friend, sister to brother, also included a substantial number of upward apologies customer to receptionist) (10%). Only three dialogs displayed a downward Down (teacher to student, boss to employee, apology by a person in a position of power. Lack of parent to child) context made it difficult to determine the social distance and power relationships between the speakers in nearly There was not always enough contextual a quarter of the dialogs at both the middle (23%) and information to determine offense severity, social high school (24%) levels. distance or power relationships. Sometimes text The books frequently omitted a response to the illustrations provided some additional context. In other apology. 53% of the apologies at middle school level places, phrases for apology or response were provided and 59% at high school level did not include a response. in a list rather than a dialog. In about half of the dialogs where a response was given, In addition to the context surrounding each the response minimized the offence with an expression apology, I looked at the response to the apology. A such as “It’s okay” or “No problem.” Rejection of the large number of dialogs ended with the apology and apology was signaled in phrases such as “You’re omitted the response. Other dialogs included one of always late. Why can’t you change?” The injured party the following types of apology: often changed the topic after the apology with a phrase • Topic change: the injured party changes the like “Let’s meet after school.” This type of response subject after the apology may indicate the offense was not serious and the • Minimization: the injured party says there’s no speaker wants to mend the relationship. problem (It’s okay. Don’t worry about it.) Potential shortcomings in the textbooks Forgiveness: the injured party directly says “I • Although apology was addressed in the textbooks forgive you.” that I investigated, I felt that there were several Acceptance of offer: if the apologizer offers to • weaknesses in the presentation. The first weakness was make reparations, then the injured party accepts the that there was often little or no context provided for an offer. expression. For example, one textbook lists the • Affirmation: the injured party affirms the following expressions: relationship or expresses a desire for continued contact I owe you an apology. • Rejection of the apology: the injured party I can’t tell you how sorry I am. indicates continued anger or a desire to discontinue I am sorry. the relationship. In this excerpt, different forms of apology are listed Analysis together as though they are interchangeable, even Since phrases for apology are included on the though some of the apologies are clearly more elaborate list of sentences that forms the backbone of the than others. Since the phrases appear without any national English curriculum, it is no surprise that each context, the textbook fails to indicate what kind of textbook series investigated included apology, situation would be appropriate for each expression. sometimes devoting an entire unit to the topic. The Another problem is that the apologies that are texts contained on average 11 apologies per book. contextualized lack contextual variety. Since most of Most of the dialogs in both middle and high the offenses were minor, students have few school textbooks featured conflicts that were not opportunities to see how apology works when serious especially severe. At the middle school level, most offense is involved. The books rarely showed apology dialogs either had no offense at all or a minor offense. from a person in a position of power. Since downward At the high school level, there were more moderate apology is uncommon in the Korean language (Kim, H., offenses and even a few severe offenses. 2007), showing the possibility of apology to a person In general, high school textbooks used a more with lower status could raise cross-cultural awareness.
Global Issues in Language Education 15 Newsletter Issue #76 July 2010
A third weakness was that the dialogs sometimes References: ended with an apology and omitted a response. Not Davila, J.C. (2004) “Forgiveness as a function of offense only does this leave the situation dramatically severity, apology extensiveness, and perceived sincerity: a unresolved, it also squanders an opportunity to theoretical model.” www.agrh2004-esg.uqam.ca/pdf/ demonstrate the language that is used for Tome2/Davila.pdf. Accessed October 22, 2009. reconciliation. Kim, H. (2007) “Semantic and pragmatic analysis of South Korean and Australian English apologetic speech acts.” Enhancing the textbook Journal of Pragmatics 40: 257-278. When a list of apologies is presented out of context, the teacher might ask students whether Rose, K. (2005) “On the effects of instruction in second language pragmatics.” System 33: 385-399. apologies would be appropriate in different situations. The teacher may provide examples with varying Smith, D. (2000) The Gift of the Stranger: Faith, degrees of social distance: “Could you say this to a hospitality and foreign language learning. Eerdmans. stranger? To your best friend?” The teacher may also show examples with different power relationships: Middle School EFL Textbook Corpus
“Could you say this to your teacher? What about your Kim, S. G. et al. Doosan Publishing Co. younger sister?” Additionally, the contexts could • Middle School English 1. (2000) demonstrate different levels of offense severity: “What • Middle School English 2. (2001) if you are apologizing because you stepped on • Middle School English 3 (2002) someone’s foot? Or because you can’t come to the • Middle School English 1. (2008) party on Friday? Or because you insulted your Lee, B. M. et al. Cheonjaekyoyuk Publishing Co. friend?” This technique helps students appreciate the • Middle School English 1. (2000) importance of matching language to the situation. • Middle School English 2. (2001) In any dialog that features apology, the teacher • Middle School English 3. (2002) may draw attention to the interpersonal dynamics. Consider this dialog: Lee, I. G. et al. Cheonjaekyoyuk Publishing Co • Middle School English 1. (2008)
Man: I wanted my steak medium rare. Look, Lee, S. H. et al. Jihaksa Publishing Co. this is well done. • Middle School English 1, 2, 3 (2000) Waiter: I’m terribly sorry. I’ll change it for you. Man: It’s OK. I’ll have this. I am so hungry. High School EFL Textbook Corpus
Ahn, B. G. et al. Jihaksa Publishing Co. The teacher might ask students whether the • High School English Conversation. (2002) man had really forgiven the waiter. Drawing attention to characters’ feelings not only has the potential to Jeong, Y. H. et al. Neungryulkyoyuk Publishing Co. • High School English Activities. (2008) make dialogs more dramatic and entertaining for students, it also signals that interpersonal relationships Kim, S. G. et al. Doosan Publishing Co. are worth thinking about. • High School English. (2001) The teacher may highlight the interpersonal • High School English II. (2002) dynamics in a dialog by suggesting alternative lines. • High School English. (2008)
For example, after reading the dialog above, the Lee, B. M. et al. Cheonjaekyoyuk Publishing Co. teacher might ask, “If we changed the man’s last line • High School English. (2001) to, ‘Thanks, that would be great,’ would the waiter • High School English I. (2002) feel better or worse?” • High School English II. (2002) If the response to the apology is missing, the teacher might ask the students to predict the next line Lee, J. Y. et al. Cheonjaekyoyuk Publishing Co. • High School English. (2008) of the dialog. Students may also predict what happens after the response. This could help them determine whether the response to the apology is successful in This article is based on a talk by the author at the Korea bringing about reconciliation. TESOL 2009 conference in Seoul. For details or to access the data charts for this article, contact: The national curriculum in Korea provides many opportunities for teachers to address conflict Heidi Vande Voort Nam resolution. I hope that teachers will use their materials Chongshin University, Seoul, South Korea effectively to draw attention to the process of apology E-mail:
Global Issues in Language Education 16 Newsletter Issue #76 July 2010
GLOBAL EDUCATION EVENTS AND CAMPAIGNS
Peace One Day Teaching about Ramadan September 21, 2010 August 11 – September 9, 2010
See The Film: do student research and presentations on Ramadan Check out the 9-minute on-line video featuring comments interview Muslim students about Ramadan from world leaders and celebrities (Angelina Jolie, the invite students to fast from dawn to dusk, donate the Dalai Lama, Jude Law, Kofi Annan, Paul McCartney…). money they would have spent on meals to charity, then The video tells the inspiring story of UK film-maker give an oral or written report in English on the experience Jeremy Gilley’s one-man global campaign to establish a worldwide UN-sponsored “Day of Peace” on Sept. 21st. Books Ramadan – S. Douglass Teaching Resources: Celebrate Ramadan – D. Heiligman Access the free on-line Peace One Day resources for your Fasting in Islam and Ramadan – Ali Budak classes. These include 13 lessons designed to help young people explore issues of peace, non-violence, conflict Websites resolution and intercultural cooperation, using Peace Background: “Ramadan”
One World Week (OWW) is an
annual UK-based global education event which aims to New JALT Critical Thinking SIG promote social justice and raise awareness of our links to
A new “Critical Thinking” Special global issues. This year’s theme is Peacing Together One Interest Group has officially been World with a focus on creating a global Culture of Peace. accepted as a forming SIG by the OWW invites teachers, students and schools worldwide to Japan Association for Language Teaching hold their own events at this time. Access their site for:
(JALT). The purpose of the group is to promote critical further information about this year’s theme thinking in language education by providing a forum for free teaching materials, ideas and resources interested teachers to share and discuss ideas, explore free publicity logos, flyers and brochures research opportunities and raise awareness of classroom information on sample events around the world activities and teaching pedagogies that elicit critical tips for how to organize your own OWW event thinking among language learners. All JALT members are warmly invited to join. For details, contact: Start planning now for an event at your school!
Roehl Sybing
Global Issues in Language Education 17 Newsletter Issue #76 July 2010
Critical Incidents and Apologies Across Cultures
by Darren Lingley (Kochi University, Japan)
This article describes a college EFL teaching Critical Cultural Incidents unit aimed at helping Japanese students understand Teachers working in contexts where such how cultural factors impact apologies. The unit intercultural communication crises might occur need features a lecture, discussion and the use of critical to be prepared to deal with incidents like this and incidents, such as the 2001 Ehime Maru accident. with the questions that are sure to arise in the classroom. Such incidents provide an opportunity to The Ehime Maru Incident show students how culture impacts on language and On February 9th, 2001, a U.S. Navy submarine behaviour, and to show how to overcome, or surfaced near Hawaii and accidentally hit the Ehime preferably prevent, the cultural resentment that can Maru, a Japanese high school training ship. Nine appear in failed intercultural communication. Culture Japanese crew, including several students, died. The clearly featured strongly in the Ehime Maru case. As accident became an international incident, with the such, it provides a real life example of a 'critical bereaved Japanese families expecting a form of incident' that can be used to help students understand apology that was not immediately forthcoming from intercultural communication as well as cultural the American side. The issue was complicated by influences on language. frenzied media attention in both Japan and the U.S. Critical incidents are defined in Chen and which attempted to portray the accident in light of the Starosta (1998) as case studies based on real-life American military presence in Okinawa and of experiences with people from other cultures which Japanese national apologies in the context of Japan's "depict a controversy or a conflict that reflects imperialistic history. cultural values or other aspects of a culture" (p. 272). After the Ehime Maru accident, the U.S. was Tomalin and Stempleski (1993) have shown how slow to apologize. Public statements offered such critical incidents can be used as teaching materials for phrases as "sincere regret" if the U.S. Navy was increasing cultural awareness and sensitivity. Brislin found to be at fault. At stake on the American side (2002) recommends critical incidents as an approach was a tense political relationship, legal issues and the whereby students can analyze cases "that depict matter of compensation. Finally, an American envoy people in intercultural encounters that involve a was sent to Japan with an official apology from the misunderstanding or a difficulty" and that introduce U.S. President delivered at the diplomatic level and to students to "research concepts that assist in the bereaved families. This was well-received but understanding intercultural interactions they are failed to appease the families as it did not come likely to have in future". directly from the submarine captain. During this period, the captain maintained a A Contrastive Analysis Approach silence that increasingly infuriated the families of the A good method for teaching about apologies is victims. His non-apology is best explained in light of the contrastive analysis of cultural norms. This the Navy investigation and potential legal liability. considers factors in both cultures that can impact on Finally, he expressed his "sincere regret" in letters to how an apology is given or received. The Ehime the families delivered to the Japanese consulate in Maru case helps learners to "understand that different Hawaii. This gesture was rejected outright by the evaluations of appropriateness may exist across victims, who deemed it insufficient. cultures" (Meier, 1997, pp. 24-25). It quickly became clear that the type of apology Contrastive analysis, however, has potential the Japanese public wanted from the captain was "traps" including oversimplification, polarization and unlikely to be offered any time soon. The families cultural reductivism (Guest, 2002, pp.154-155). There repeatedly requested a clear, public expression of is also the possibility that emotionally charged contrition given directly to the victims which incidents, such as the Ehime Maru case, might acknowledged responsibility and showed that he was reinforce stereotypes and generalizations. Contrastive aware of their grief. The Japanese maintained the analysis, then, should involve sensitivity, apology must have a human face. Many demanded acknowledgement of exceptions, and avoidance of that he bow before them, as is ritual in Japan. His "otherization". Close analysis of a critical incident can reluctance to make any public remarks or apologize help learners attain a level of intercultural sensitivity directly was viewed as offensive and as a failure to close to the initial phase of Bennett's (1998) abide by Japanese cultural norms. ethnorelative stages.
Global Issues in Language Education 18 Newsletter Issue #76 July 2010
A College EFL Unit on Culture and Apologies Critical Incident #3: Two Airplane Crashes (Adapted from Barnlund and Yoshioka, 1990) (a) Mini-lecture: After explaining terms (apology, ethnocentric, norms…), I give a lecture contrasting In 1982, two fatal plane crashes occurred. One was in American and Japanese apologies. Samovar (2000), Washington, D.C., killing 77 people. The other for example, explains how apologies at the beginning happened in Tokyo with 24 dead. In the U.S. crash, of a speech, though appropriate in Japan, can serve to the crew, the airline officials and the government "reduce one's credibility" in the U.S.(p.305). This can made no effort to apologize to the public or the be a PowerPoint, a listening or a note-taking task. victims’ families. To explain the accident, officials Students can also be asked to share experiences of cited poor safety records at the airport and said the apologizing across cultures. accident was to be expected. The Tokyo crash was handled very differently. Can you suggest how? (b) Critical Incidents: The next stage involves critical incidents about aspects of Japanese culture to Answer: familiarize students with intercultural analysis and 1. The president of the airline company apologized to show how culture impacts apologies. Students can the public, visited every family to apologize discuss these in groups and report to the class. personally and handed in his resignation. 2. The captain and co-pilot officially apologized for (c) News Items: Students can study and discuss the accident even before it could be determined Japanese TV news clips of company presidents whether the cause of the crash was pilot error. apologizing for defective products or university 3. The Director of Transportation resigned his presidents apologizing for entrance exam mistakes or position to take responsibility for the accident. for sexual harassment by faculty members.
If one aim of teaching is to help students improve References: their pragmatic abilities in English, then Barnlund, D. & Yoshioka, M. (1990). Apologies: cross-cultural studies of apologies are of great value. Japanese and American styles. International Journal of Intercultural Relations, 14, 193-205.
Critical Incident #1: Traffic Accident Bennett, M.J. (1998) (Ed.) Basic concepts of (Based on Kataoka Japanese Cultural Encounters, p. 2) intercultural communication. Intercultural Press.
Tom was driving in Japan, when a child suddenly ran Brislin, R. (2002). Encouraging depth rather than into the street. He quickly braked, but his car hit the surface processing about cultural differences through child. Tom immediately called the police. Luckily, critical incidents. In Lonner, et al (Eds.) Online readings the child's injuries were minor and witnesses in psychology and culture Western Washington explained that Tom was not at fault. He felt sorry for University, USA. http://orpc.iaccp.org/
the child but decided there was nothing he could do. Chen, G. & Starosta, W. (1998). Foundations of After several days, Tom heard from the police that intercultural communication. Allyn & Bacon. the child's parents were upset about his response to the incident. Why? Guest, M. (2002). A critical ‘checkbook’ for culture teaching. ELT Journal, 56(2), 154-161. Explanation: In Japan, you are expected to Kataoka, H. & Kusumoto, T. (1991). Japanese cultural apologize and visit the victim of an accident, even if encounters. Chicago: Passport Books. you are not at fault, to show your sincerity. Meier, A. (1997). Teaching the universals of politeness.
Critical Incident #2: Business Presentation ELT Journal, 51(1), 21-28.
(From Online Readings in Psychology and Culture) Samovar, L. (2000). Oral communication: Speaking Harumi was working for a U.S. firm. He agreed to across cultures (11th ed.). US: Roxbury.
present a business plan on Friday. On Tuesday, the Tomalin, B. & Stempelski, S. (1993). Cultural company computers crashed and his assistant called awareness. Oxford: Oxford University Press. in sick. When Harumi began his Friday talk, he said,
"I'm sorry I’m not well prepared. This may not be a This article is reprinted in condensed form from the good use of your time." He then gave a good March 2006 issue of the Asian EFL Journal (Volume 8, presentation. After, an American asked, "Why did Issue 1). The complete article is available on-line at: you apologize? Everyone knows about the computer www.asian-efl-journal.com/March06_dl.pdf. crash and your assistant's illness." Darren Lingley Department of International In Japan, apologies show concern Explanation: for Studies, Kochi University, Kochi City, Japan bother caused to people. In the US, they can be E-mail:
Global Issues in Language Education 19 Newsletter Issue #76 July 2010
N E W S A N D I N F O R M A T I O N
International Day of Peace BEE Summer Bike Ride Global Dimension
www.internationaldayofpeace.org < www.beejapan.org >
Sept. 21st
After checking out Peace One Day BEE (Bicycle for Everyone’s Earth) Global Dimension is a great UK (pg. 17), go to this related website to is a team of EFL teachers who will resource designed to help teachers learn more about International Peace bike throughout Japan this summer to bring a global dimension into their Day (Sept. 21st), to get materials, to promote environmental awareness. schools. Click on “Curriculum plan your own peace event and to For more details on this annual ride, Subject” to find some great global view their “One World” music video. contact:
Facing the Future Peace Boat New Internationalist
< www.facingthefuture.org > < www.peaceboat.org > < www.newint.org >
Facing the Future is a highly Peace Boat is a Japanese NGO which New Internationalist provides regarded US-based global education organizes round-the-world cruises teachers with the information and website which features an educator’s each year to study world regions and inspiration about global issues needed zone, free teaching units, 60-second global issues. They now offer special to make the world a better place. tours of global issues and a special programs for college students. Check out their dynamic website and Encourage your students to join! Fast Facts, Quick Action page. subscribe to their magazine!
AIDS Education in Japan Global Stories Oxfam Education
< www.japanetwork.org > < http://spiriatwork.net > www.oxfam.org.uk/education/
JAPANetwork provides language Global Stories is a dynamic English Oxfam Education is a great UK teachers in Japan with materials, language text which features picture global education website for teachers lesson plans, videos and teaching stories about global issues such as and students with information, news ideas for integrating HIV/AIDS landmines, refugees, sweatshops and and teaching resources on world
awareness into your classroom. bullying. Order a copy now! issues and global citizenship.
Global Issues in English U.N. Cyber School Bus Global Issues
< http://world-issues.net > www.un.org/Pubs/CyberSchoolBus/
Global Issues in English is an EFL The United Nations Cyber School Global Issues is a great informa- website created by GILE Membership Bus website offers a rich set of tional website with 500+ articles on Chair Tim Grose of Sapporo, Japan. teaching materials, country profiles, topics from ranging from military It provides a complete on-line EFL data, games, quizzes, class activities spending racism and Iraq to poverty,
textbook on global issue themes. and resources on global themes. the environment and the arms trade.
Global Issues in Language Education 20 Newsletter Issue #76 July 2010
BOOKS ABOUT APOLOGIES AND FORGIVENESS
Are you thinking of designing a lesson about apologies and forgiveness? Want to learn more about this topic? Then check out these great books!
NATIONAL APOLOGIES PERSONAL APOLOGIES
The Politics of Official Apologies The Power of Forgiveness by Melissa Nobles (2008) $25 by Janise Beaumont (2010) $11
This key book analyzes national This book explains why it’s good to apologies from the United States, forgive your friends, your boss, your Canada, Australia and New Zealand. family and all those who have hurt you.
Sorry States My Bad: 25 Years of Public Apology by Jennifer Lind (2009) $20 by Paul Slansky (2006) $16
The author analyzes the differences A great book of public apologies from in how Germany and Japan have figures such as Janet Jackson, Hugh apologized for WWII atrocities. Grant, Jane Fonda and Bill Clinton.
When Sorry Isn’t Enough The Five Languages of Apology by Roy Brooks (1999) $25 by Gary Chapman (2008) $15
This great essay collection deals with This practical book uses concrete national apologies, reparations, examples to illustrate the five different justice, guilt and forgiveness. styles of apology and their uses.
The Forgiveness Factor Forgiveness is a Choice by Michael Henderson (1996) $10 by Robert Enright (2001) $14
This dynamic book gives powerful This practical step-by-step handbook stories of conflict, forgiveness and shows how to resolve anger, restore reconciliation from around the world. hope and escape the chains of hate.
Between Vengeance and Effective Apology: Mending Forgiveness Fences, Building Bridges by Martha Minow (1999) $14 by John Kador (2006) $16
This book looks at war trials, truth This book analyses sincere apologies commissions and reparations as ways and argues that we don’t need more to deal with atrocities. apologies, just more effective ones.
Sins of the Parents Forgive and Forget by Brian A. Weiner (2005) $23 by Lewis Smedes (2007) $14
This discusses examples of historical This classic book uses stories to outline injustice, national apologies, social the four stages of forgiveness for reponsibility and collective guilt. moving beyond hurt and anger.
Troubled Apologies among Amish Grace: How Forgiveness Japan, Korea and the US Transcended Tragedy by Alexis Dudden (2008) $44 by Donald Kraybill (2010) $12
This book compares Japan, Korea This powerful book describes how and the US, and discusses how much the Amish forgave a murderer after a to apologize and when to forgive. brutal 2006 US school shooting.
Global Issues in Language Education 21 Newsletter Issue #76 July 2010
LANGUAGE TEXTBOOKS ON GLOBAL THEMES
Publishers are invited to send in sample copies of new books for publicizing in the newsletter. Readers interested in writing reviews of books should contact the editor.
(1) "News for You 2010/2011" by Minoru Ohtsuki (2009) (1,900 yen; listening CD sold separately) Seibido Ltd., 3-22 Ogawa, Kanda, Chiyoda, Tokyo 101-0052 Website:
This 80-page current events text for Japanese EFL classes aims to improve students’ English skills through reading passages on global issue themes. Its 20 units cover topics such as: the Euro, language laws, the Nobel prize, the global food crisis, science and the law, the man who saved a billion lives, historical conflicts, women in Saudi Arabia, brain injuries, Japan’s Tsukiji fish market, press freedom, global warming in Africa, high school dropouts, women in India, salary gaps, illegal human organ sales, infant mortality and the Amazon rainforest. Each 4-page unit contains a photo with background information, vocabulary exercises, a 2-page reading passage (with Japanese notes) and a set of reading comprehension questions.
(2) "English in 30 Seconds: Award-Winning TV Commercials from Cannes" by Masayuki Aoki Nan’undo Press, 361 Yamabuki-cho, Shinjuku, Tokyo 162-0801 (2009; 2500 with DVD) Tel: 03-3268-2311 Fax: 03-3269-2486 [email protected] www.nanun-do.co.jp
This 73-page EFL text for Japanese college students aims to improve students’ language skills through the study of prize-winning TV commercials about social issues and cultural themes. Its 15 units cover both commercial advertisements (eg FedEx, BMW, Pepsi, Disney, McDonald’s) as well as public service ads (an anti-discrimination campaign, an anti-smoking campaign plus ads about learning foreign languages, the United Nations, and the teaching profession. Each 5-page unit has DVD pre-view activities (background reading, vocabulary and comprehension questions), DVD viewing tasks (listening, story completion, gap filling, identify the message) plus DVD post-viewing exercises (phrases, translation, topics for writing/discussion).
(3) "Quality of Life: Making Smart, Healthy Choices" by Y. Onjohji et al (2010; 1700) Nan’undo Press (see contact information above for #2) (listening CD available separately)
This 66 page college EFL text aims to build up Japanese students’ English reading skills while raising awareness of health issues, personal responsibility and student choices. Its 15 units cover topics such as: fast food, laughter and health, allergies, sleep, breast cancer, alcohol, cannabis, beauty, blood types, depression, positive thinking, pain relief, youth and aging, memory loss and preventing pandemics. Each 4-page unit features a set of pre-reading vocabulary activities, a 1-page English reading passage (with Japanese vocabulary notes), a set of comprehension questions, listening practice tasks and further exercises on the topic of the unit.
(4) "Point by Point: Writing Effective Opinion Essays" by Yumiko Ishitani (2010; 2000) Nan’undo Press (see contact information above for #2) (listening CD available separately)
This 116 page EFL text aims to improve Japanese students’ abilities to develop opinions, think critically and write effectively about social and global issues. Its 13 units deal with: computers and society, deforestation, biotechnology, English and internationalization, global warming, bullying, the aging society, racism, the seniority system, euthanasia, university education, freeters and cell phones. Each 8-page unit features a Japanese introduction to the topic, grammar and vocabulary practice exercises, a sample essay for gap-filling and listening, a Japanese essay for students to translate into English and a list of related topics for students to write their own essays.
Global Issues in Language Education 22 Newsletter Issue #76 July 2010
GLOBAL EDUCATION MATERIALS FOR PURCHASE
In Japan, send a postal kogawase check from any post office to the address on pg 1. From overseas, pay in US dollars (cash or US bank check made out to Kip Cates).
DVD on "A Culture of Peace" Book "The World Around Us" Learn how to promote peace and Get a copy of this classic ESL text Fair Trade Goods conflict resolution in your class from Canada full of great ideas and Bring Third World goods into your using ideas developed at the US classroom activities for teaching school at "fair trade" prices. Institute of Peace. ¥1000 / $10 about social issues. ¥2000 / $20 * www.peopletree.co.jp * www.worldfairtradeday09.org/
United Nations Activity Book Global Perspectives (JACET) This teacher’s handbook features a This 50-page book (in Japanese) has Global Education Maps rich variety of class activities for articles on global education, critical Decorate your classroom or your teaching about the UN and its work thinking, peace education and school with these great global ed to solve global issues. ¥1000 / $10 conflict resolution. ¥500 / $5 maps. < http://odtmaps.com/>>
GLOBAL EDUCATION RESOURCES
Contact the organizations below for information on their latest teaching materials.
American Forum for Global Education: books on global education, world cultures and global awareness American Forum for Global Ed., 120 Wall St. Suite 2600, New York 10005, USA www.globaled.org Amnesty International (AI-USA): books, reports, videos on human rights and human rights education Amnesty International USA, 322 8th Avenue, New York 10001, USA Web: www.amnestyusa.org Anti-Defamation League of B'nai B'rith: teaching resources on ethnic minorities and prejudice reduction Anti-Defamation League, 823 U.N. Plaza, New York 10017, USA Website: www.adl.org Center for Teaching International Relations: primary & secondary texts on world cultures / global issues CTIR, University of Denver, 2199 S. University Blvd, Denver, CO 80208, USA Web: www.du.edu/ctir/ Educators For Social Responsibility (ESR): teaching resources on war, peace and conflict resolution ESR, 23 Garden Street, Cambridge, MA 02138, USA Fax: 617-864-5164 Web: www.esrnational.org International Education Resource Center (ERIC): Japanese resources on global education / global issues ERIC, Cosmo Nishi Sugamo 105, 1-93-5 Takinogawa, Kita-ku, Tokyo 114-0023 Web: www.eric-net.org Intercultural Press: books and videos on cross-cultural communication, world cultures and study abroad Intercultural Press, PO Box 700, Yarmouth, Maine 04096, USA Web: www.interculturalpress.com National Geographic Society: books, maps, DVDs and CD-Roms on global awareness and world cultures National Geographic, Box 98199 Washington, D.C. 20090-8199 US www.nationalgeographic.com New Internationalist: maps, atlases, books, posters, CD-Roms on world development and global issues New Internationalist, Box 1143, Lewiston, New York 14092 USA Website: www.newint.org Oxfam Education Catalog: teaching packs, posters and games on Third World and development issues Oxfam Education, 274 Banbury Road, Oxford OX2 7DZ, UK Web: www.oxfam.org.uk/education/ Peace Education Foundation: primary and secondary texts on peace education and conflict resolution Peace Ed. Foundation, 1900 Biscayne Blvd Miami 33132 US Fax 305-576-3106 www.peace-ed.org Peace Resource Project: bumper stickers, buttons, T-shirts & coffee mugs on peace and global issues Peace Resource Project, Box 1122 Arcata, CA 95518-1122 USA Website: www.peaceproject.com Social Studies School Service: global education catalog of books, videos, software, posters & maps Social Studies School Service, 10200 Jefferson Blvd, Box 802, Culver City, CA 90232-0802 USA Tel: 310-839-2436 or 800-421-4246
Global Issues in Language Education 23 Newsletter Issue #76 July 2010
COMING EVENTS CALENDAR
Aug. 6 / 9 Hiroshima Day / Nagasaki Day 1 Sept 11 Anniversary of the “9-11” Attacks 5 Aug. 9 World Indigenous Peoples Day 2 Sept 21 International Day of Peace 6 Aug. 15 Anniversary of the End of WWII 3 Oct. 16 World Food Day 7 Aug. 29 Anniversary of 1910 Korea Annexation 4 Oct. 24 United Nations Day 8
1 Hiroshima/Nagasaki
GLOBAL ISSUES IN LANGUAGE EDUCATION
WHAT ARE GLOBAL ISSUES? Global issues refer to world problems such as war, hunger, poverty, oppression, racism, sexism and environmental destruction as well as to concepts such as peace, justice, human rights, world citizenship, social responsibility and international understanding.
WHAT IS GLOBAL EDUCATION? Global education is a new approach to language teaching which aims at enabling students to effectively acquire and use a foreign language while empowering them with the knowledge, skills and commitment required by world citizens for the solution of global problems.
JALT GLOBAL ISSUES SIG The Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT) aims to promote: (a) the integration of global issues, global awareness and social responsibility into language teaching (b) networking and mutual support among language educators dealing with global issues (c) awareness among language teachers of important developments in global education and the fields of environmental education, human rights education, peace education and development education
NEWSLETTER SUBSCRIPTIONS (JALT Members) JALT members who wish to join the "Global Issues" Special Interest Group (GILE SIG) should fill out the JALT postal "furikae" form in The Language Teacher magazine and send their ¥1500 payment to JALT from any post office in Japan.
NEWSLETTER SUBSCRIPTIONS (Non-JALT) Interested teachers, institutions and organizations are warmly invited to subscribe to our quarterly newsletter. Annual subscriptions are ¥2000 or US $15. In Japan, send a teigaku kogawase check (leave blank) from any post office to the address below. Overseas subscribers can pay in US dollars (make personal checks out to "Kip Cates" on a US bank). Please ask about newsletter exchanges or complimentary subscriptions for global issue NGOs, global education organizations, language teaching associations and teachers in developing countries.
JALT SIG AND GLOBAL ISSUES NETWORK MEMBERSHIP (as of January 2010) * JAPAN SUBSCRIBERS: JALT GILE SIG (200) GLOBAL ISSUES NETWORK (100) = 300 * INTERNATIONAL SUBSCRIBERS (eg Algeria, Australia, Brazil, China, Egypt, France, Germany, Korea, Philippines, Russia, Singapore, Taiwan, Thailand, UK, US, Vietnam...) = 150
NEWSLETTER INFORMATION AND GUIDELINES FOR SUBMITTING ARTICLES The Global Issues in Language Education Newsletter is published 4 times a year (March, June, September, December). Those interested in contributing concise articles (1-3 pages in length) on topics related to global education, global issues and language teaching are invited to send these in by e-mail.
Global Issues Newsletter c/o Kip Cates, Tottori University, 4-101 Minami, Koyama, Tottori City, JAPAN 680-8551 Tel/Fax: 0857-31-5148 E-mail:
Subscriptions: JALT = ¥1500 Non-JALT = ¥2000 Overseas = US $15 (checks to "Kip Cates")
Global Issues in Language Education 24 Newsletter Issue #76 July 2010