Recent PISA score (shown in today’s newspaper) from the OECD has shown Japan has dropped from 4th to 8th in the ranking for Reading. A government official was quoted as saying the lower score was due to the change to an all-computerised testing system, and that students were confused as to how to answer questions. But isn’t it true that all other students from around the world had the same conditions of this new test format?
Either Japan heavily prepares their students for these tests (which I suspect might be true) or they cannot cope with change.
Think again. The students sitting for these tests are not the same students for the last test. So one must assume some kind of priming (preparing) is occurring here. So I guess it is not the students who cannot cope with change.
I like data. And I like data when it is big.
The Ministry of Education, Sports, Culture and Science and Technology (MEXT) in Japan announced that it will promote the use of big data. According to a source quoted in an article in today’s Japan News only 6.8 percent of 1,100 companies surveyed said they utilise big data. And 40 percent of those companies that use big data see developing human resources for this an issue.
Japan lags behind other countries in utilising big data even though it is an ideal country for it being one of the most connected countries in the world.
This year is the 100th anniversary of the death of the Japanese novelist, Natsume Soseki.
Until recently he had been featured on the Japanese one-thousand yen banknote (about USD10). He had studied in London on government scholarship for two years from 1900. This month the Soseki Museum in London privately run by Ikuo Tsunematsu, a scholar, will close this month on September 28th.
In 1999 I came on a Japanese government scholarship to Japan to study Japanese Literature. There is nothing better than being given the opportunity to learn. I had always wondered why the Japanese government spent so much money on foreign exchange students like me but gave next to nothing to its own citizens. They should be giving out scholarships like they did during the Meiji Period (1868-1912) to people like Soseki. They should be making the next Soseki, Kafu and Ogai instead of doling out to others who may not stay in Japan, but they don’t. Japan really has a lot to lose by not nurturing its own talents.
Within the mind we tend to think of things as universal or generic without relating it to the wider world. We say things like, “the sun rises from the east”, without seeing it in context that which it occurs. We probably even have a perfect literally unclouded image of a singular sunrise that represents all sunrises in our heads.
But the sunrises from the east with a frequency and regularity that is often not taken in account when it should be. It rises once a day. Or to be more precise the earth, covered in an protective “lubricating” atmosphere, turns once a day to give the illusion of the sun rising. We are so easily duped and we’re duped on a daily basis by all kinds of illusions.
The reliability of this event like all other events is what gives us our understanding and our rhythm. We often choose to have a rhythm in order to have a regularity to help us through the day. So in this sense frequency is something important. It may be everything.
As I get older things are no longer a singular mental object but repeated objects with a certain frequency. Understanding that frequency is what gives sense to the world. Otherwise there are only perfect mental objects, which is not true at all.
Yes, frequency is everything.
Being an Assistant Language Teacher (ALT) in Japan used to be a prestigious job. It was government funded with high infrastructure and support. But since the mid-2000s the government had started to source for teachers from the private sector.
During its heyday an ALT would earn a minimum 300,000 yen (USD2,639 as of writing) as the basic minimum wage. Somewhere along the way the government had discovered that it was cheaper to outsource and that people were willing to work even at this low salary.
But what happened then is that the quality of the teachers employed dropped dramatically, leaving schools to pick from a smaller and below average pool. ALTs were from the beginning not good anyway, as they were never qualified to be teachers in the first place. A bachelor’s degree is all you need. In this sense, then, the salary reflects this. I do not think some ALTs are worth the original pay minimum because they were not qualified to even be assistants. Their area of study was not that of English. What qualified them was that they were native speakers and nothing else. Most had zero training and even if they have an interest in the English language their competence is not that high.
Below is a video which explains just how much an ALT can have on a months salary at the current pay level. I feel for them on this one.
A recent study has found that the gene CADM2 affects people’s ability to process information in later age. In other words some people are naturally born to be quick thinkers. This idea potentially has implications on learning and why some people are slower at the task.
In my opinion both nature and nurture are mechanisms necessary for survival and evolution and that what we start with (the nature) is important but it is not as important as what we try to do with it (nurture).
If you want to learn and to know a language and culture better, then yes.
Dialects are really subcultures. So learning them means you understand a subgroup of people better.
And contrast that with the main culture and you will understand the people and overall language a whole lot better.
It is a win-win situation for your learning.
This is a post comes from an answer I gave to a question on Quora. It sums up my definition of grammar so well I felt it was worth reproducing it for you here.
Question: Are there any explanations of grammar available that don’t use technical words?
Words are words, technical or not.
Here is how I got through grammar.
Firstly, there are two types of grammar in terms of what they aim to explain – Morphology and Syntax.
Morphology is about how words change (morph). Syntax is about how words work in a sentence.
Morphology revolves around terms like:
Syntax revolves around terms like:
Note here that verb appears in both morphology and syntax terminology. Therefore there are two meanings to verb. In morphology a verb is how it changes to make, for example, tenses (past, present or future). In syntax it is how it describes what the subject is doing (and whether it is affecting an object or objects).
Keep these two groups of grammar separate and you will master grammar, particularly when it comes to the meaning of verb when you hear or use it.
A further note, these minimum number of terms have been enough to get through understanding grammar. The biggest issue is to understand that grammar is a term for the two systems of morphology and syntax.
When a Japanese says he can’t understand why English will differentiate between singular and plural but won’t differentiate between older and younger sister (like the Japanese language) then I could say the same thing about Japanese not differentiating between singular and plural. Circular argument.
A language must “decide” on what to emphasise due to language resource limits. It can’t do all work like some kind of Jack-of-all-trade. The interesting thing about language is which things in communication it decides to highlight. The singular is emphasised in English. Relative age is emphasised in Japanese. That reflects on the culture. So whether the culture or the language came first is as impossible to answer as the chicken or egg question.
The Japanese government is planning to increase the number of Assistant Language Teachers (ALTs) to 20,000 by 2019. Although the acronym stands for any language by and large English is the only language that is taught in schools in Japan. Outsourcing has been the trend of late but this may mark the return of government-based selection as was the norm until the early 2000s.
Source: today’s national English paper.