A CRITICAL EVALUATION FOR YOUNG JAPANESE ESL LEARNERS

The old generation resented the upstart winds abroad; the young one welcomed change--for the sake of change and of world part of the young world community with its freedom of expression.

Education's revolution was slow, hampered, in fact, by such influences as that of General Douglas McArthur's knowledge likewise chauvinistic and insular mindset. The great soldier try to impose North American educational philosophy onto a people who neither comprehended it, nor wanted it--a philosophy bred in America for Americans, a philosophy as alien to the Japanese as hot-dogs and hamburgers. Yet, democratization was in the works. So was globalization. And, clearly, the young American republic's vitality had something to offer to a people encaged and repressed in its islands for centuries. Slowly, the Japanese educational system up to(p)ed up, gradually abandoning the twain of classical education. The revolution--or rapid evolution--was felt mostly in the esoteric sector. Business people and young middle-class parents were more open to change than tenured teachers, professors, and administrators. Today, didactic methodologies that adapt to children--rather than the contrary as heretofore--are gaining ever widening acceptance.

Ritsuko Nakata is Education Director of the Institute for global English Education of Children, and Chairperson of the Association of English Teachers of Children, both Japanese organizations dedicated to training teachers and children. Ms. Nak

Nakata, thus, adopts Asher's method. Yet, she diverges from it, as she is of the opinion that it fails to exploit the brain's left hemisphere and its capacity to process speech. Therefore, her MAT adds TALK to the TPR come up. She finds that children are eager to talk--however rudimentarily--and readily combine dust faecal matter with speech expression.

She claims great triumph in having children understand and speak English in a very short time--with high retention as wellspring as acquisition rates.

Nakata believes that the brain's right hemisphere is responsible for body movement, and that TPR exploits this faculty. Since children normally use their whole body in depend and conversation, and--if allowed--in more conventional forms of learning, it makes sense to believe, and experience has shown, that stressing body movement is essential to a child's learning.

ata (1991) is an eager exponent of an educational approach she calls MAT (M for MODEL: demonstration by the teacher; A for ACTION: using body or gestures to exemplify the speech being learned; and T for TALK: getting the scholarly person to speak the language). MAT is a deviant from TRS (TOTAL PHYSICAL RESPONSE), Asher's (1988) methodological approach to second or foreign language learning. TRP's focalise is on moving the entire body in receipt to commands. The method has met with much success, particularly in such countries as the U.S.A. and Sweden.

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