Collaborative Learning in Engineering and English

1. Introduction

Kanazawa Technical College is Japan's only five-year (three years of high school and two years of college) institute of higher learning specializing in engineering. As Japanese technology continues to be exported to the rest of the world, it is imperative that its engineers, including graduates of our school, develop the skills necessary to be active, contributing players in this competitive world. It is essential they acquire the following: (1) an English proficiency which will allow them to communicate with English-speaking people all over the world, (2) a cosmopolitan, global outlook, (3) experiences which will enable them to communicate with other nationals on equal terms outside of Japan, (4) the creative skills and self-motivation for exploring solutions to problems related to their engineering domains, (5) an appreciation of diverse cultures in the world, and (6) pride as Japanese citizens.

KTC English and CLE² teachers incorporate all of these elements when developing English and CLE² classes in order for students to obtain and polish not only their English ability, but all of the above qualities and skills as well.

2. Mission

KTC English and CLE² teachers strive to have students acquire practical English skills and to cultivate engineers with rich, creative natures through English education and to develop a international, global outlook. At the same time, we cultivate students' attitudes to respect diverse cultures in the world and provide opportunities to let students discover and appreciate the uniqueness and beauty of Japan, including its rich culture and traditions.

3. Overview of Educational Goals

1. To motivate and interest students in learning English and learning about cultures English-speaking countries.
2. To facilitate the acquisition of the four English skills (Listening, Speaking, Reading, Writing)
3. To help students improve their pronunciation of English by focusing on its intonation patterns and rhythms.
4. To provide students with a wide range of information about English-speaking countries and have students become accustomed to those countries.
5. To provide students with the opportunity to listen to English and speak English, and to have students accustomed to interacting with foreign English speakers.
6. To help students realize the value of learning English as a skill which they can use throughout their lives in travel, business, and as the lingua franca to communicate with speakers of other languages.
7. To foster their creativity to be able to produce novel and imaginative language when communicating with others through language activities or interaction both inside and outside the classroom.
8. To help students discover and appreciate the beauty and excellence of their own culture through the study of English and/or foreign cultures and encourage them to introduce their own culture to others and promote their English ability.
9. To help familiarize students with English for Engineering through English and Engineering curriculum.

4. Teaching Points to Achieve the Above Educational Goals:

Educational Goal A

First of all, we need to bear in mind that, initially, most first-year students don't like English class. Some students may have failed English class or have had a bad experience with learning English prior to coming to KTC. We can't force them to like it but, through our practices, we can help them to grow to like it (possibly even love it). To this end, we must value "successful" English (i.e., the message is understood) over "accurate" English (i.e., free of grammatical errors). Meaning and message are primary. Each student is an equal member of the class. Especially in conversation classes, it is important to achieve random volunteered responses from as many students as possible.

We need to explain to students why it is important they study English and show them how they can enjoy richer lives by being let into the English-speaking world. We need to have first-year students experience firsthand the joy of successfully communicating in English in conversation class. In the grammar or reading classes, students start out at the beginning of the year completing bookwork only but, slowly we begin to observe original responses. Certainly, students interest in learning English will grow if they have a goal and receive help from teachers in the conversation, reading, and grammar classes.

To spark interest right from the start, it is desirable to supply large quantities of quality input, such as visual aids or handouts like pamphlets from English or genuine examples of English used in their Engineering field of study.

Educational Goal B

To develop student abilities to communicate in English by incorporating all four skills: listening, speaking, reading, and writing are needed. All four skills should be taught in the conversation, reading, and grammar classes. Activities to reinforce the skills should be implemented in each class. Ideally, students will bring the skills that they have learned in the grammar and reading classes to the conversation classes and can conversations with other students or the teacher. Likewise, it is hoped that students will use their conversation skills in reading classes to respond orally to the content of a passage. It is also important to bear in mind that all four skills will be utilized in the students' Engineering classes taught by native-English speaking engineers as their primary means of acquiring new knowledge and skills related to their field of study.

Educational Goal C

To help students gain a comprehensive understanding of English, including the importance of its rhythm and pronunciation is important. In class, the non-Native speaker Teachers (non-NST) set various situations in which grammar usage is embedded. They introduce and explain sentences used frequently and encourage students to use the sentences with their Native speakers Teachers (NST) who keep in mind the importance of giving students every opportunity to hear the sounds of English and modeling the rhythm and pronunciation for the students.

Educational Goal D

The NST always exploit authentic teaching materials in class and have the students experience real-world situations. They organize their conversation classes using visual aids, such as videos, pictures, magazines, or games. The NST also use gestures/body language to help get their meaning across. When sharing information about their culture with the students, teachers present both the positive and negative aspects. Also, the non-NST introduce facts for traveling and living overseas, often by giving personal anecdotal accounts. The non-NST always ask the students to consider the differences between Japan and other foreign countries.

Through these activities, the teachers make students aware that English and CLE² classes are not just a part of school studies but can be a gateway to the rest of the world. They encourage students to be open-minded and try to instill a positive attitude as they travel around the world on their own.

Educational Goal E

To some extent, the above goals will be achieved by students regularly attending their English conversation and CLE² classes at KTC. Outcomes can be further enhanced by inviting guest speakers or other international students to the classes. The English teachers are encouraged to invite other English speakers whenever possible. Also, the English teachers encourage the students to speak on their own accord in English conversation classes. They help students to relax by smiling and avoiding outright error correction.

The English teachers value each student and what they have to say, even if it is limited to just a few words or if its laden with grammatical errors. Students are evaluated on their effort to speak English, consequently, students gradually correct their own mistakes, and they begin to ask teachers for corrections.

Educational Goal F

It is important to help students develop the attitude needed to be successful language learners and to have them realize how learning English can be beneficial to them, in terms of their career, overseas travel, etc. KTC organizes three international programs: the Summer English Program (five weeks in the U.S.), the New Zealand One-year Study Abroad Program, (one year in New Zealand), and the school trip to Singapore (One week in Singapore). The English teachers encourage students to participate in these　programs.

After taking part in these programs, the students realize the necessity and importance of English. It has been proved that these programs spur the students' post-English study. They are also useful in cultivating not only English but also interpersonal skills. An additional program, the MILE Program, brings students from Singapore to KTC for 10 days. The interaction with international students from Singapore is a significant stimulus for the students who choose not to go abroad for some reason. The KTC students are surprised to hear the English spoken by Singaporean students. KTC students have the opportunity to serve as host families during their visit and it gives rise to the necessity of speaking English for the students.

The English teachers are involved in these programs, making the most use of these opportunities. However, due to the financial and motivational hurdles students must overcome to participate in study abroad programs, English teachers must not rely on them to teach students the importance of English. The English and CLE² teachers should work closely with the Engineering teachers to provide the students with activities and examples that relate closely to their respective Engineering classes. By providing the students this opportunity to discover English applications in their Engineering fields as early as the first year, there is less of a chance that the students' interests will diverge onto either an Engineering path with a dislike of English or an English path with a dislike of Engineering later in their educational career.

Educational Goal G

Creativity hardly develops through exercises of simply translating the given Japanese or English sentences. At KTC, we use creative activities through which the students express themselves in their own words to develop their creativity.

For example, students keep a journal in which they write about their activities or feelings and submit it to their English teachers. Students also have the option of e-mailing teachers, rather than writing in their notebooks. When the English teachers receive them, they respond to the message by writing comments or asking follow-up questions. Even though it may be a small thing, it helps to establish a relationship between the teachers and the students.

We believe that in the language learning process, the students can foster creativity by expressing themselves in their own words.

Educational Goal H

In general, when students return to Japan from study abroad programs, they often express their inadequacies at being able to talk about Japan. Besides their limited English skills. they lack sufficient knowledge about Japan. They come to realize the importance of knowing Japan.

At KTC, however, we teach students about their own unique Japanese traditional culture and facts of international societies before they go abroad. The students compare Japan with other countries so that they can recognize and appreciate Japan's strengths and weaknesses. We are not bringing up stateless people who only can speak English but instilling a sense of national pride in them. We keep it mind that we educate our students to have a great command of English and also to have their own identities as Japanese citizens. Moreover, we encourage students to communicate with people from all over the world as equals. When we teach foreign cultures, we compare them with Japan's, and we endeavor to show students the good parts of Japan.

Educational Goal I

Although the students are to learn and grow with the four English skills, it must be understood that these skills are to be used in an engineering setting. Each student is placed within one of the three engineering fields and they must learn as much English related to their fields as possible, if they are to become global engineers. The Native-English Speaking Engineering (NESE) teachers are there to offer the students this English base in the field. More importantly, the NESE must also portray their excitepassion about their field of engineering. This will motivate the students to want to learn more and as their motivation grows, so will their interest in their field of study.

5. Teaching Techniques and Classroom Management Techniques

As for teaching techniques, all of the faculty of KTC's English department are teaching professionals. As long as they understand and are aware of the mission and educational goals of the department, they can conduct lessons using their favorite pedagogical techniques. However, the teaching techniques must be based on sound pedagogical theories. The theory, approach, method, and technique should be accepted within in the field of TESL/TEFL.

Ideally, teachers will use an eclectic method incorporating the best from various teaching techniques, methods, or approaches including the Communicative Approach, Audio Lingual Method, Silent Way, CLL, Total Physical Response, Natural Approach, Suggestopedia, Content or Task-Based Approach, the Lexical Approach, etc. Teachers may even use the Grammar Translation Method which has been criticized in Japan, when they feel it is beneficial for students. Teachers should help each other and exchange ideas with their colleagues to have active classes. As professionals in the field of teaching English as a foreign language, our classes could be made to be outstanding through cooperative efforts.

Regarding classroom management, it would only be natural to expect that the NST, with their limited teaching experience with Japanese students, may at times have some difficulties in the classroom, perhaps due in part to cultural differences or different styles of classroom management. They may receive or seek advice or assistance from the Japanese English teachers whenever they have difficulties in the classroom. The non-NST can play the role of middle-person between the NST and students to help smooth fliction. All of the English teachers in KTC's English department cooperate in all matters in English education, but it is important to note that each teacher is responsible for their own classes. Even though there are some slight differences, discipline is basically the same all over the world and students are expected to obey basic classroom rules.

6. To be a Great Teacher

First of all, it is important to establish personal relationships with the students. If there is no trust between the teacher and students, it is difficult to go forward. Teachers should built trust through the classroom practices and activities.

Teachers must realize that classes cannot come to fruition without sufficient preparation. Nothing is scarier than walking into class unprepared. Teachers must do advanced preparation for all materials, including tests. Ideally, the planning process would start with the yearly syllabus, then plan for each semester on monthly calendars, then break it down into weeks or units and finally record daily lessons in a plan book. Teachers must spend their time wisely for preparation in the teachers' office when they have no classes.

Generally speaking, we all have great enthusiasm about teaching; however, students will lose their enthusiasm for learning if they sense their teachers are less them enthusiatic. Teachers should be careful with comments, assignments, board writing, class start and finish times, discipline, dress, etc. Students are always watching the teachers. At KTC, it is very important teachers hold classes from bell to bell (with a few minutes early release time for classes in the LC) which means teachers must be punctual about beginning and finishing the classes. The quality of our classes should reflect the high tuition fees paid by the students.

People have different personality. Teachers must not show favoritism toward one or a few students in classes. It is not easy to deal with teenagers. However, if you are successful, you will reap the rewards of a job well done. You should make an effort to befriend all of your students. First of all, you have to try to remember their names and get to know them as people, their likes and dislikes, hobbies, etc. At the very beginning of the school year for example, you could have them write down things they are good at. If they are unable to do so because of their ability level, you could have them write them in Japanese and ask the Japanese English teachers to translate them in English.

It is our responsibilities as language teachers to keep abreast of current TESOL theory and practice. We should be open to try new things in our classes. It is also important to attend professional development conferences or meetings to gather new information. Upon return, share your findings with your colleagues. People who are in the field of TESL/TEFL should be very curious. This sense of curiosity will lead to becoming a successful teacher.