Case Study 500 English Sentences

Topics: English language, High school, Teaching English as a foreign language Pages: 9 (5018 words) Published: July 9, 2015
Case 8
500 English Sentences
Scott sat looking out the window, watching a group of boys playing baseball in the school yard. Poor kids, he thought, they are the real losers in all of this. He looked down at a copy of 500 English Sentences and the endorsement letter on his desk. He glanced at the clock and realized that he had to have an answer for Mr. Honda within the hour. He was feeling very frustrated and stressed from the events of the past 10 days. He decided that he would go to the karate school after work, something that always made him feel better. He sighed as he thought about what he had to do next

Scott was 26 years old and had been living in Japan for 18 months. He was born in Auburn, Massachusetts, and had spent most of his life in the United States. Scott’s father was a successful entrepreneur who believed that hard work and good old-fashioned principles were the ingredients to success. He always taught his children to stand up for what they believed in and to never sacrifice their values in order to get ahead. Scott’s mother was a housewife who took care of the family home and the children. She loved to travel and encouraged Scott’s father to take the family abroad every year so that their children would have a better understanding of the world around them. Scott was a very disciplined student. He was an English major and had been on the dean’s honor role for every semester throughout his four years at college. During his senior year, Scott worked as a teaching assistant, grading papers and tutoring students. Scott started studying karate when he was a junior in high school. He enjoyed the physical workout and the disciplinary aspect of the sport and continued to train throughout his undergraduate years. By the time he was ready to graduate, Scott had earned a third-degree black belt.

It was through karate that I first became interested in Japan. I thought it would be enlightening to experience Japanese culture and learn more about their ways of thinking. My goal was to one day go over to Japan and train in a Japanese karate dojo (school) and learn from a real karate sensei. My biggest problem was to figure out how to go about doing this. I knew that I didn’t have the luxury of just moving to Japan to study karate, and since I didn’t speak the language I figured that my chances of working for a company in Japan were about nil.

In the fall of his senior year, Scott saw a poster for the Japan Exchange and Teaching (JET) Program at school that advertised teaching jobs in Japan. He had heard of other students going over to Japan to teach English but had never given any serious thought to a career in teaching, even if only for a short time. To work as an assistant .

English teacher on the JET program, applicants had to have a bachelor’s degree and an interest in Japan. Knowledge of Japanese language or a degree in education were not listed as requirements. This was what Scott had been hoping for: an opportunity to go over to Japan to continue his karate under a Japanese instructor as well as a chance to put his English degree to good use. He wrote the address in his notebook and sent for an application that very night.

The Japan Exchange and Teaching (JET) Program
Before the JET Program
The origins of the JET program can be traced back to 1982. In that year, the Japanese Ministry of Education (Monbusho) initiated a project known as the Monbusho English Fellows (MEF) Program, which hired Americans to work at the local boards of education in order to assist Japanese English teaching consultants who acted as advisers to the Japanese teachers of English in the public schools. The task of the MEFs was to oversee the junior and senior high school English teachers and to assist them with their training. In 1983, the British English Teachers Scheme (BETS) was inaugurated by the Ministry of Education. However, from the outset the British teachers were...
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