Yoko Kitamura

STAFF INTERVIEW: Yoko Kitamura - SILAC Teacher

The following interview was translated from the Japanese original.

Patty: Sensei, thank you for agreeing to do the interview for this week's newsletter.
Yoko: No problem. Would you like to have some coffee? We can use the classroom next door.
P: That would be nice, thank you.
Y: So what kind of questions do you have for me?

P: Hmmm...let's start with why did you become a Japanese teacher.
Y: Well, I think I've mentioned the reason in class before, but anyway, it all started when there's an American family moved into our apartment building above us. The husband goes to work everyday, but the wife and kids just stay at home. And since they can't any speak Japanese so they don't have any friends. We sometimes rode on the same elevator and I felt like doing something for them.
P: So, you started to learn English?
Y: Yes, I started to learn English five years ago and I'm learning Chinese right now, but just studying isn't that interesting, so I listen to radio programs and read English magazines. One day as I flipped through a magazine, I spotted an ad about getting Japanese teaching credentials and I thought it was a good idea because instead of communicating with foreigners in their own language, I thought why not help them with the Japanese language so that they can get around easily here in Japan. I started off as a volunteer, but graduately wanted to become a professional teacher. I mean, I like everything about Japan, such as history, culture, etc.
P: Oh yeah, I remember you mentioned that you majored in Japanese History.
Y: That's right. And I like Japanese language especially, so I think it's important to help the foreigners in Japan able to get around easily in Japan.

P: I see. Are you still teaching piano? I remember you said you're a piano teacher before becoming a Japanese teacher.
Y: Yes, I'm still teaching piano (every Saturday), almost 30 years. It's my first job up until now. Ever since I started to teach Japanese, it has kind of synergistically helped out the other.

P: So you have always been an AIJP teacher and now that you're part of the SILAC faculty, what's the main difference for you?
Y: First of all, students coming to learn the language with different purposes. The range of native language mix, nationality and culture background are sometimes different too. I've taught AIJP for three years and soon to be a year for SILAC. Students in AIJP are usually those who wish to go to a higher school, pass the Japanese Language Proficiency Test, or get some kind of certification on something.
P: So the focus is more on academic level of teaching.
Y: That's right. The teaching method needs to be focused towards helping them achieve those goals.
P: How about SILAC?
Y: On the other hand, SILAC is more concentrated on being able to communicate with conversation, so the grammar lesson is taught through conversation. Some of the students have probably already studied Japanese before, but when they come to SILAC they are often placed in a lower level class if their conversation skills are poor relative to other skill sets. Right now, they are learning to use what they have learned before. Basically we are creating chances for students to use what they have learnt and use it well.
P: I see.
Y: I mean, I like to teach easily understandable grammar because it is still necessary to properly teach the basic grammar than just making the class actively.

P: Slight change of subject, you've mentioned earlier that you're learning Chinese at the moment. Why did you decide to learn Chinese?
Y: Well there are a lot of Chinese speaking students and I'm very interested in the pronounciation of those students because I want to know why they cannot pronounce certain sound or why they cannot pronounce it properly. I mean the sence of beat is different between Chinese and Japanese. If I'm able to understand student's own language, then I'm able to find a better way of helping them learn Japanese more efficiently. One way teaching is hard for students to understand, so it's better to know a little more about student's own language than nothing.
P: So where are you getting your Chinese lessons from?
Y: Two of my students take turn teaching me and when they teach, they use Japanese to do the explanation.
P: So in a way they are practicing Japanese too.
Y: That's right.

P: So a little bit about your family?
Y: Well, I have two sons, they are all grown up so they are on their own. Right now, just my husband and one cat.

P: Any advice or suggestion for students?
Y: Students come to Japan because they like Japan or becoming to like Japan after they come here. But, now I wish they like "Japanese language" or becoming to like "Japanese language" after they come here.

P: What are your future plans?
Y: Golf everyday (laugh)! No, I mean it's good to play golf after a busy period because that's the most enjoyable moment. Actually, I wish I'm able to stay at the stage of understanding each other's (student's) feeling even though there's a generation gap.

P: Thank you once again for your time to do this interview!
Y: You're welcome. Do stop by and have a chat next time.

Return to top of page