I’m still digesting my first CATESOL conference, along with the fairly huge lunch that came with it, put on by my local Orange County Chapter, and I thought I’d post some reflections on the differences between JALT (Japan Association for Language Teaching) events and CATESOL, based on the years I spent in officer positions at the former and the whole one event I’ve been to from the latter.
Accents and internationalization
I.e., varieties of non-native accents. JALT, despite its name, is mostly the NEST organization in Japan; Japanese English teachers and teachers of other languages participate more in other organizations like JACET or no organization at all. As a result, you hear mostly BANA (Britain, Australia, North America) accents and occasionally Japanese accents. I widened my circle of native English-speaking acquaintances quite a bit in JALT – and for some reason a hugely disproportionate number of those were from the smallish town of Nanaimo, British Columbia – and I made some Japanese acquaintances too, but not nearly as many at nearby dog parks.
The CATESOL event featured quite a variety of accents and national backgrounds. I’m pretty sure I heard Korean being spoken in the background at at least a few points, I was approached by a Japanese student doing a semester abroad, the host is apparently from Russia, one of my partners for breakout discussions was from Spain, and several other people revealed having been born in another country during the normal course of conversation but had no (non-Californian) accent that I could discern. This was quite a refreshing change from the internationalism that somehow results in homogeneity that I witnessed often among English teachers in Japan.
Internationalism is a bit a of a banal subject here, it seems. No one talks about it; no one encourages it or dismisses it. No English teacher here thinks it is his/her mission to internationalize Southern California. Best of all, there is no Holliday-sian Catch-22 where the white BANA teachers are the only ones talking about NNEST equality and opposing linguistic imperialism while their local managers and deans openly use them and their semiotically valuable “Western” features as advertising to recruit students who still think white faces = authentic English. Also none of the clearly hypocritical regressive liberalism when NESTs’ instincts to valide Japanese teachers’ identities result in agreeing to their claims of non-overlapping magisteria, Japanese teachers’ purview being supposedly impossible-for NEST skills like speaking Japanese and understanding juken. I attended a presentation at the CATESOL event that addressed these issues, but the context was different – it wasn’t so clearly divorced from the consciousness of the community, including most language teachers, outside the room.
To be fair, this isn’t a negative point of JALT so much as it is of the surrounding population of teachers and learners. It is an issue though that I am happy to put behind me.
Youth, cheerfulness of
I was easily one of the older attendees at the CATESOL conference. There were poster presentations, most of which seemed to be put on by recent college graduates (although one turned out to be an old Japan hand like me who just looks young). Many tables at lunchtime put me in mind of the archetypal high school cafeteria (as portrayed in film – my high school didn’t have a cafeteria), by the sheer conversational energy and assuredness of youth. The Plenary speaker was older, but such things are expected. All the presenters seemed to be my age at the very maximum. This gave me a short frisson as well as I realized these people were also several years into a local career that I was now starting afresh.
JALT’s composition, mostly college teachers with MAs or better, pushes the age scale quite a bit upwards. I’m pretty sure at least some of the other Chapter Presidents or SIG Coordinators were in their 60s, and mid-30s (as I was) seemed to mark one as thoroughly green. If CATESOL is the NAMM show, JALT is the local symphony’s booster club. One or two JALT folks were younger than me, perhaps young enough to have to show ID when buying beer (that’s a joke – no one shows ID when buying beer in Japan), but even they were well past the time in their lives when they could be sure what they were saying and their dreams were gleefully unrealized.
Motivation, to participate and to discuss
I mean this in two ways; motivation for being there and motivation as a point of discussion. Both provide some interesting contrasts between the two organizations.
I was surprised to find two people at my table in attendance simply to fulfill a workplace “flex time” requirement, which I suppose is the closest equivalent to having 研究費 kenkyuuhi “research funds”to spend and looking for the least boring way to do so. Many of the local community colleges also apparently sponsor their teachers’ CATESOL memberships and participation in events like these; I know of at least one forward-thinking eikaiwa that does the same for JALT.
I mentioned before that the energy level among the attendees was high. I attribute this (perhaps prematurely) to security in the meaning of their jobs; they know that professional development is rewarded by their institutions and appreciated by their students. One lady in particular left a huge impression on me as someone whose work definitely mattered: she taught ESL in prisons. That fact and concept alone, revealed to me before the plenary started, basically floored me for most of the speech, as I kept thinking about how small my world of TOEFL test prep and Ideal L2 Selves had been instead of listening to what I’m sure was an interesting and practical treatise on critical thinking. I asked her questions about it throughout our lunch, barely letting her finish her sandwich. I still feel a bit like my perspective on SLA has been broadened suddenly by a factor of 100, possibly leaving stretch marks. The point is, people in CATESOL know that their teaching matters.
I’m not totally sure that this is a drawback for JALT, though. To be honest, the type of teacher who works for decades in Japan and doesn’t burn out is usually very good at deciding what to spend mental resources on, who to try to connect with, and how to best motivate different groups of learners. English teachers in Japan may also describe their jobs as TENOR (this was whispered to me by the teacher and later presenter sitting next to me during the plenary, which actually made me laugh out loud – it stands for Teaching English for No Obvious Reason), but that means that because you’re not constantly being fed job satisfaction, you have to work to look for it or make it yourself. JALT presentations sometimes have a faint whiff of desperate appeals for someone in society to take their job seriously, but this does make JALT members work very hard on professional-level presentations and serious research. It’s overcompensating for the way most of society still sees English teachers, and NESTs in particular, but overcompensating has probably motivated a lot of great work in every field in which people have felt chronically inadequate. It certainly didn’t hurt Napoleon or David Letterman.
Motivation as a topic was much less present in CATESOL than JALT, or so it seemed to me. Again, motivation in JALT is a bit like water in Mad Max, it inspires cult-like worship when someone like Andy Boon seems to be able to turn it on and off like a faucet in his classes. The rest of us realize how precious it is when chronically, post-apocalyptically deprived of it in ours, and the predominant issues in lesson planning become not how to facilitate development of students’ abilities but how to get them to care enough to answer a single yes or no question (besides Shunya; he’s always game). At CATESOL motivation was more like water in Japan; the issue was not how to make more of it but how to channel it and dam it efficiently so as not to let it overflow its banks (unpacking the metaphor, discussions were not on motivation itself but what to do in classes that were presumed to have plenty of it). There was one poster presentation on extrinsic motivation, and the study that formed its content was from the Philippines. If you want to pack an auditorium at a JALT conference, just name your presentation some motivational variant on “Getting your students to speak”. They may have to bump you up to the 大ホール.
This isn’t necessarily a bad thing either for JALT, though. The plebeians worshipping Immortan Joe in Mad Max aren’t wrong that water is extremely important, and you can bet that if they ever move to Japan they will appreciate the hell out of that Mt. Fuji runoff.
Lunch was huge. Did I mention that?