フィリピン・クラークCIPネイティブ講師 JOJOインタビュー






Describe the Intensive courses for ESL
Each student has various needs. Students study ESL to enhance their daily English, travel English, business and so forth. Here in CIP there are three intensive courses- A, C and d premium. Intensive C is composed of 8 classes (five one-on-one class with non-natives and 3 group classes with natives), Intensive A has 8 classes as well (2 one-on-one classes with natives, 3 one-on-one classes with non-native and 3 group classes), while the premium course is has 7 classes (4 one-on-one classes with natives and 3 group classes with natives). All group classes in CIP are handled by natives. We recommend intensive C for beginner level students since students spend most of their time with non-native teachers. Our Filipino teachers are expert in building a strong foundation and background of the English and this ensures that our beginner students are proficient in grammar, vocabulary, pronunciation, intonation and expression. Once these beginner students level up they are recommended to change their course in Intensive A. In Intensive A, students are provided with more opportunities to learn how to be a native and understand the culture of English speaking countries, which is good practice for students especially for those who will migrate to Canada, America, Australia or England. Our premium course is recommended for students who have a very high understanding of the English language because they will be taught by native speakers only. In this course, students can focus on becoming a native.






What are you teaching objectives for different levels of students?
Teaching objectives depend on the particular student and their level.  For example if they are a 101 student especially in terms of speaking, my approach would be to do lots of reading exercises and explanations of vocabulary. I also focus on writing. I give them lots of writing exercises because when they focus on those areas, the reading, the writing and the vocabulary, obviously those three particular areas will go up. It is not important to focus on grammar for a 101 student because they do not have the terminology and the understanding of what you’re talking about when you’re trying to explain. Once they hit a 201 level that is the time when grammar should be introduced slowly and for basic learners. For example, nouns should be introduced, adjectives, perhaps minimal adverbs and basic structures of English. And then I couple a 201 with a little bit more of reading and follow that up with discussions especially when it comes to speaking comprehension. Once they are comfortable at that particular level and we can evaluate these students through the speaking progress tests. When they hit the 301 level, that’s when we start to teach them about abstract conversations and how to develop their skills in terms of giving details when they are speaking and/or writing.The 401 level is supposed to be able to have a basic conversation with a native speaker, and what I mean by basic is they understand the culture, they are able to ask questions back to the native and they are able to understand exactly what’s happening with the answer, they’re able to decipher different situations in terms of idioms, they can understand the deeper meanings of vocabulary because many times one ESL student is learning our language usually they only understand the basic meanings behind simple words but they never really grasp the hidden meanings the ways the words can be used in various situations things like  that. So with the 401 level we would expect that these individuals can converse naturally with a native speaker. When you start to move to the 501 level, now you’re talking about business communication, people who would like to understand how to speak in a general sense in terms of business, business etiquette how to act and behave what kind of professional attitude this people have in a business setting.






At the 501 level it’s not that people need to understand this because they are a business major the 501 level is needed in general for all people and the reason for that because in everyday conversation sometimes business terminologies are used among native speakers to get to that particular level is an achievement. At the 601 level is somewhat comparative to that of a 701 level but let me explain.Once you hit the 601 level now you’re talking academe. You’re talking very academically, those who are desiring to get to that particular level are those at an extreme high level of position, perhaps these individuals are preparing themselves become full professionals in another country. Again something along the lines of a professional who would do public speeches for a public organization, that’s a 601 level obviously the 701 level is regarded as to basically a full nativeIf an individual hits a 701 level usually they’ve had experiences living in an English speaking country for perhaps 5 or 7 years.  They were completely immersed in the culture. They understand every single setting, which sometimes in my opinion virtually impossible to do because even natives are not at that particular level because of the nature of a 701 level here at CIP. We’re talking that of a doctor someone who is so fluent in the language that they can converse about almost any topic, well the problem with that is if you want to converse on any topic you have to be educated in almost any topic and that’s virtually very impossible.




How are lessons presented in CIP classes?
The main difference between teaching a low level and high level student is the vocabulary, the pronunciation and the intonation. It’s about understanding the speaker and the meaning of what they are trying to communicate. With a beginner student the approach should be repetitive, here in CIP we teach ABC on day 1 and day 2 go back to ABC and then teach them D on day review ABCD then teach them E, on the premise that they understood the first few lessons. We approach it as a building process. For higher level students, communication is key and it is about memorable experiences. Students need to have the willingness to communicate their memorable experiences and higher level students start thinking in English and they communicate easier in English.





Since CIP has the most number of natives, what is the effect of native teachers to students?
Acculturation is very much important for language learners. You cannot separate language from culture. And the reason is because when you are speaking a particular language specifically English we are looking for specific cues from a listener or speaker so that we can relate to those individuals. For example if I go to Korea and I use the words Kamsahamnida, if I use those  particular words the Korean people will accept my words easier if I speak with the same intonation and the same pronunciation as they. But if I don’t use the same pronunciation and intonation they will consider my words incorrectly perhaps they will laugh at me, they will not take me seriously. Well the same goes with the English speaking world if you do not pronounce properly, if you do not intonate properly, if you do not enunciate your words properly, if you do not use the words properly, then we will misinterpret your idea and what you are trying to say and communication obviously is about relating information and idea giving messages that are of value to that particular individual it’s not about changing the idea because the individual does not have the appropriate pronunciation and intonationHere at CIP one of the things that we’ve done to accommodate that particular concern is to have policies such as EOP is to always introduce and reintroduce the cultures that are common in all English speaking worlds. Here in CIP we not only teach students lessons from their books, but we also try to immerse them in full English culture from all walks of life. Since we are in the Philippines we are able to express and explain in an English speaking culture way about how we interpret the cultures we experience in Asia..




文化は、言語学習者にとって非常に重要です。文化から言語を切り離すことは出来ません。特別な言語、特に英語を話している場合、人と共感できるように、私たちは利き手か話し手から手がかりを捜します。例えば、韓国へ行き、カムサムニダと話します。同じイントネーションや発音で話した場合、彼らは理解します。しかし、間違った発音やイントネーションを使用した場合、彼らは私のことを笑うでしょう、そして真面目に受けとめてくれないと思います。同じことを連想させ、適切に発音し抑揚をつけ、ネイティブの言葉を適切に話さなければ (その言葉を適切にその後も使用しなければ)あなたの考え、およびあなたが言おうとしているものを誤って受け取る可能性があります。


What is your most significant teaching experience?
It was with my first Japanese student from Okinawa. He was 60 years old at that time and he spoke in phrases only because he had a 101 level in most areas. It was because of him why I started having epiphanies of how to teach effectively and later on I was able to create my most valuable teaching technique which I call ABSTACT CONVERSATION. Abstract conversation simply means when people use adjectives while they are speaking, they must confirm their ideas by giving concrete ideas. For example, if they say the day is beautiful, as an ESL teacher I would be looking for the reasons why they said the day is beautiful. “Well because the sun is out.” “The temperature is at this particular level.” “and there are a lot of chirping birds and the sky is deep blue and the mood and the feeling is just right, so once an abstract idea is accompanied by three concrete reasons, then to the English learner or to the English listener the idea will be more complete, we will understand that, that is the huge differences between Asian cultures and English speaking societies. Where Asian language is more abstract and the English speaking society wants more detail because of our culture.



それは沖縄出身の私の最初の日本人留学生でした。彼は60歳で、101レベルの為、簡単なフレーズしか話せませんでした。彼のおかげでABSTACT CONVERSATIONという最も価値のある教育法を作成することができました。抽象的な会話とは、話しの中で形容詞を使用する場合、具体的なアイデアを与えなければなりません。例えば、その日が美しいと言った場合、ESL講師として、なぜ留学生がその日が美しいと言ったのか理由を考えます。“太陽がでているからなのか”“ある程度気温があるからなのか”そして“鳥のさえずりが聞こえる青い空で良い気分だからではないのか”。この抽象的なアイデアは、英語学習者へ3つの具体的な理由により、利き手に伝わります。またアジア圏の文化と英語圏の文化には大きな社会的な違いがあることを理解しています。アジア圏の言語は抽象的であり、英語圏の社会は、アジア圏文化の詳細な部分を伝えて欲しいと望んでいます。







Phil English 東京事務所
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