Some letters and mark will have bugs to display by foreign pc systems.

When I mean ‘Cross-cultural understanding for teachers’, I imply the teaching of ‘Cross-cultural understanding’.

First of all let’s confirm the Course of Study; See table 4-1-1 and 4-1-2.

Please notice the word ‘international’ or ‘internationalization’. Because the words have sometimes its deep connotation which I don’t know well. So, I dare to use the word ‘Cross-cultural understanding’. See the comment from a native below.

“First, we hear the word "internationalization" in every context. What did YOU mean when you wrote it. You may think I am being very critical, but I want to ask you directly "have you ever sat down and seriously reflected on what this word means for you? Have you ever sat down and started to write about all of its implications. I think this is a valuable thing to do in order for a person to have it clearly in his mind what he means.

Internationalization, implies a meeting with others, I feel, so then verbal skills should be emphasized. It is no accident that, with the exception of Grammar-Translation, every significant methodology and approach places a priority on speaking skills. Of course the obvious problem with this is that the vast majority of students in Japan will have only VERY minimal contact with other English speakers, including other non-native speakers of English in Asia. Having said this, I would suggest that all students should be able to read English well, since in the Information Age, currently about 80% of scientific materials and materials disseminated on the Internet are said to be in English.” ( by a ESL teacher in Canada )

In the table 4-1-1 the Course of Study says, “to deepen interest in language and culture, cultivating basic international understanding”. Today how do we teachers realize that ? I have researched it by Japanese teachers of English mainly in Saitama.

In the table 4-1-2 the Course of Study says, “ To deepen international understanding from a broad perspective，to raise students’awareness as Japanese citizens living in the global community，and to cultivate a spirit of international cooperation” , and also says, “to broaden international perspective”.

But I wonder students are aware of ‘broad perspective’ or ‘international perspective’. Because in the field of ‘Global Education’ the ‘Perspective’ is regarded as the most difficult concept for the students to be well-aware.

When we can use ‘a variety of suitable topics‘ concerning with ‘Global Issues’ , the students will be aware of ‘Perspective’ for ‘the global community’.

Actually most of today’s textbooks have ‘Global Issues’, but which has the tendency for ‘Environmental Issues’. I have said before, “the English needs is felt in the topics of ’poverty, conflict and diversity’”. They are called briefly ‘Human Rights Issues’.

When we present the Global Issues, we have to know many varieties of how to present them. And ‘Global Education’ is ‘Action-oriented’, so we also have to know many kinds of ‘Activities’. We use, what is called, ‘Task’ through the interactive communication.

Of course ‘Task’ itself branches into many varieties of activities, but sometimes it is restricted only to ‘Pedagogical’ one. On the other hand, the ‘Global Activities’ is always ‘Real World’, ‘Authentic’ and significant tasks for students’ perspective.

N.B. Each number is shown in ‘%’.

Several blank boxes in the item �E means that I renewed them.

Then again, I’ll show you the table 4-1-3 calculated in ‘%’ . Please compare with that.

Chart 4-1-1 �@：�@ ’

F-ratio＝2.91 (F(1.2)=2.92, p<.10)

‘Strong Correlation’ ‘Correlation Coefficient; Insignificant’

There is a ‘Strong Correlation’ between the two; �@ and �@’ instead of the ‘Insignificant Correlation Coefficient’. In short the situation of teaching ‘Language and Culture’ consciously has little changed since 1993. If there is a fluctuation, it is the small number of teachers who don’t have the confidence to say ‘consciously’. As for me I am conscious of ‘Language and Culture’ but our school doesn’t have the year plan on it, I cannot say yes definitely.

Chart 4-1-1 �A：�A ’

F-ratio＝3.81 (F(1.2)=3.81, p<.10)

‘Strong Correlation’ ‘Correlation Coefficient; Insignificant’

I think this is the same situation as �@：�@’ above. I think many teachers don’t have the school level’s year plan , and they plan it by their own way.

Chart 4-1-1 �B：�B ’

r = −.041

F-ratio＝0.0034 (F(1.2)=0.0034, p<.10)

‘Little Correlation’ ‘Correlation Coefficient; Insignificant’

There is little ‘Correlation’ between the two. There is the fluctuation, and unfortunately the situation is getting worse in terms of the frequency to teach it. But it’s possible that many teachers hate to say ‘well-planned’ in Japanese.

Chart 4-1-1 �C：�C ’

F-ratio＝31.84 (F(1.2)=31.84, p<.05)

‘Strong Correlation’ ‘Correlation Coefficient; Significant’

I can say that nothing has been changed since 1993 in terms of ‘Language and Culture’ teaching part of the lesson procedure. Many teachers teach it as the topic to the textbook.

Chart 4-1-1 �D：�D ’

F-ratio＝48.51 (F(1.2)=48.51, p<.05)

‘Strong Correlation’ ‘Correlation Coefficient; Significant’

The situation is almost the same. Most of teachers don’t always use the teaching aids, but exactly use it sometimes. It’s very natural because we are always so busy that we cannot prepare teaching aids enough to teach still ‘Language and Culture’ adding ‘Communicative activities’.

Chart 4-1-1 �E：�E ’

�E X2(6)= 15.500, p<.05 ‘Significant’

�E’X2(10)=103.438, p<.01 ‘Significant’

This time we cannot compare. Recently the Audio-visual aids are frequently used. And ‘English News’ or ‘Information Prints’ are also frequently published. As for me I often publish ‘English prints’ which says ‘Language and Culture’ or the redundancy that I cannot teach in the lesson time. It’s like a summarizing brochure.

Chart 4-1-1 �F：�F ’

r = −.44

F-ratio＝0.48 (F(1.2)=0.48, p<.10)

‘Middle Correlation’ ‘Correlation Coefficient; Significant’

At a first glance it’s obviously different, but in terms of static it’s a little correlated.

But how do they evaluate ? The answers are in the �G and �G’ ‘s comments.

�G { Observation, Report, Students’ attitude to join the ‘Cultural’ activities’, the regular

term testing, Self-evaluation Card……etc }

�G’ { Self evaluation Card, Interview, Description of your impressions after watching

VCR or films…etc }

　 N.B.

Today’s teaching of ‘Language and Culture’, ‘Cross-cultural understanding’ is close to

the counterpart in 1993, five years ago. In other words most of it have not been changed since 1993. The situation depends on whether the school has the year plan on ‘Cross-cultural understanding’ or not. If it depends on each teacher’s decision, the guideline of ‘Cross-cultural understanding’ will be needed. And the guideline have to be easy, handy to practice soon in the classroom.

When ‘Cross-cultural understanding’ is taught, most of teachers do it at the part of ‘Reading comprehension’ as the topic. So it’s reasonable that ‘Cross-cultural understanding’ should be used as the topic to the textbook.

Next let’s see the students’ ‘Globalization’.

How do students make the best use of our teaching for ‘Cross-culture’ ?

I think today’s bullying or violence at school results from ‘narrow perspective’ and too much information. I am afraid they cannot digest all of information prevailed in the world. Who teaches the choice of information ?

If there are any, one of them will be ‘Global Education’.

Because they have a great deal of knowledge but a little experience. Now we teachers need ‘Experiential Learning’. This ‘Experiential Learning’ has been presented by David Nunan( 1992 ). The more details is in Chapter 5.

So I mean that ‘Cross-cultural understanding’ is concerning with not only ‘knowledge of other countries’ culture’ but also ‘students’ inner perspective’.

I have researched ‘Globalization for students’ to my students; 178 students as total.

I have researched the preliminary questionnaire by the 2^nd year 65 students in April, 1997. And I made some alternatives of students’ comments. Then I have researched next 14 questions to the 1^st year and 2^nd year 73 students.

N=73

Table 4-2-3; ‘χ2 ? test ’

N.B. * p<.05 ** p<.01

‘χ2 ? test ’ shows the proper frequency.

Then when we choose the items from the top to the 3^rd or 4^th, we can see the tendency of each answer. Let’s see some answers in details. See the chart 4-2-1.

Chart 4-2-1

Students are not interested in Asian countries. Talking of English lessons it’s O.K. but if they have never been taught Asian or African cultures ‘Perspective’ will never be fostered.

Most of them want ‘pleasure’ of ‘fun’.

And they think those kinds of ‘pleasure’ or ‘fun’ are only in the American or European countries.

I really want to know what they think of Asian countries. Items No.12 of the upper chart 3 ) is ‘China’.

But on the other hand as you know the biggest number of foreigners who live in Japan is Chinese people. And at school as ‘real world’ the most necessary foreign language is Chinese and Portuguese.

Thus all ‘Globalization’ occurs outside of the classroom as ‘real world’. I think in the classroom they just learn the knowledge of ‘Cross-cultural understanding’.

They think of the same environment as Japan, so the image of ‘diversity’ never occurred to them. Because they think overseas schools have the club activities.

I am afraid they will keep silence irrespective of their words; ‘Talk to many friends’.

Items No.3 is ‘at the claming school’. Except No.9 schools and media are main listening areas. Of course they have a few opportunities to meet an English native.

I was shocked to see that findings. Because only ‘at the beginning or end of the lessons’ means they hardly speak out English in the middle of the lesson.

‘English songs’ , for students , it’s the speaking time with their emotions.

For students ‘cosmopolitan’ means an open-minded person, and they are well aware of the ‘language’ ability.

They don’t know well about ‘Cross-cultural understanding’.

6 = ‘Society easy to communicate with foreigners

8 = ‘Bright and enjoyable society’

4 = ’Mutual esteem society’

7 = ‘The society for no borderlines, and easy, free exchange’

• Students feel globalization in the community through 'media' and 'foreigners'. And concerning about both of them they experience 'English’ by speaking , hearing outside of the classroom. This kind of 'experience' is the most important for students to feel and understand 'globalization in their community'.

• Most of the students don't know well about the world matters, because they just know and understand the external world by TV or radio, magazines, many kinds of ads, and so on. I mean they know the world as the mere knowledge. I think it is wrong, so they have to experience and see the real world through the authentic materials.

• ‘Inner globalization’ is declining, because they think more highly of the American, English culture than the Asian, African counterpart, on the other hand they answered the questionnaire in terms of ‘Human rights’. So I am afraid students will take the ‘real world’ wrongly and they will make a mistake to communicate with the foreigners. We teachers have to teach them 'real world' which includes how we Japanese people are looked by foreign people. I think they have been seldom aware of Asian countries. I have said before that the biggest number of foreign people living in Japan today is Chinese people. If English is really a common language to communicate with foreign people, we will need know the ‘real world’ including Asian, African countries.

This kind of education which can foster students’ ‘Inner Dimension’ is the 'Global

Students at Higashimatsuyama Kita junior high school don’t know well about ‘Cross-cultural understanding’, simultaneously they have hardly experienced it.

Then how do we experience or feel ‘Cross culture’ ?

Adler, P.S.(1975) showed this model in his ‘The Experiential Shift to Cross-culture’.

If we can reintegrate the experience well our ‘perspective’ and ‘individualism’ will be established. But in the opposite case we will be involved in, what is called, ’Culture Shock’. Sometimes it leads to ‘Overseas maladjustment’.

Why do we become ‘Overseas maladjustment’ ?

H.Inamura (1980) said that the maladjustment resulted from mainly the lack of ‘Individualism’ and ‘Communicative ability’. And that both of them are brought by mainly ‘Inner factors’.

He also mentioned about the prevention from the ‘Maladjustment’; mental posture, the correct knowledge of the overseas place, open-minded / positive attitude, hobbies & sports, helping each other in a Japanese group and frequent exchanging with natives, etc.

These two factors ; ‘ The correct knowledge of the overseas place ‘ and ‘ open-minded / positive attitude ‘ can be fostered in the lesson.

Now let’s see the findings of returnee students. See the table 4-3-1 and chart 4-3-1.

Today’s returnee students’ don’t have the maladjustment for Japanese schools, because they make it a rule to be accustomed to the Japanese high education or entrance exam to go to a Japanese claming school there or private school, etc. And considering the return-situation parents plan the returning time in advance, they usually get back in Japan in their elementary school days. If they can’t they return after the high school graduation. So some elementary schools have the retune students’ problem a little.

N=22

I will pick up some key words of respondents’ answers.(See the details in Appendices)

The comments in 9 )-2; { thick-skinned behavior / the native schools’ big gaps in each community / speaking loudly on the street / group-oriented behavior / discrimination / bad manners of tourists / comparing-oriented way of thinking / no knowledge of Japanese imperialism / no personalities / think less of nature / say things indirectly / smoking everywhere, etc}

The comments in 10 ); { ease the school regulations / take pride in the Japanese culture / think more of ‘minority’ or the weak / stop group-oriented thoughts / express your own opinion directly / more voluntary works / make more opportunities to meet foreigners / be positive / stop discrimination or bias / don’t hanker after the brad-new fashion / be more cheerful / make your own personality / don’t be selfish / stop bullying / have a wide vision / salute anyone new to you / keep manners, etc}

The comments in 11 ); { make friends with everybody / the thought of ‘lady first’ / take much responsibility / never speak ill of someone / highly conscious of voluntary works / positive opinion / no bias / think much of ‘minority’ of the weak / take-it-easy thoughts / positive thoughts / rational, energetic / always have your own opinion, etc}

I think those words belong to ‘Human Rights education’

‘Human Right education’ is one of ‘Global education’.

Comparing with natives retune students imply that we teachers should give them more ‘Humane education’ , and that we can overcome the outer factors; environmental troubles while the inner factors cannot be overcome so easily.

Today at schools students are given the knowledge of other countries’ culture.

When I say ‘experience’ it has the deeper connotationthan what it has, in short I mean the experience with emotions or feelings. So they should experience voluntarily.

I might say this, if we want students to acquire ‘Cross-cultural understanding’ we should give them the ‘inner dimension’ oriented lesson.

And we should aim at students’ ‘Perspective’ and ‘Individualism’.

We have known that ‘Globalization for students’ is occurring mainly ‘outside of the classroom’. Why ?

Because inside the classroom however rich we may create a lesson, it will go to ‘Pedagogic’ one. If they can experience something in the classroom, maybe it will go without an emotional discovery. The experience with ‘stimulus’ is only implanted in their mind as impression.

And when we introduce the new ‘Cross-cultural understanding’ to the classroom, we’d better present an audio-visual materials which is concerning with ‘Human rights’ or ‘Humane education’ or ‘Perspective’ or ‘Individualism’.

Of course those kinds of education is called ‘Global education’, and I have said repeatedly among ‘Global education’ these two things is directly related to ‘English Needs’; ‘Human rights education’( poverty, conflict and diversity ).

On the textbook there is a few concerning with ‘Human rights education’.

N=880: 812

I think now it’s the time to take a drastic measure to teach ‘Globalization’.

Next I will present you the easiest way to teach ‘Global education’.