I wrote this at the start of the year and after many chats on twitter (including this one with Mike) I don't think I would stand by everything written here. particularly the idea of "proving" a method, which is perhaps something we can't do very easily, if at all. I do think though, that particular sword cuts both ways and so making claims about how effective a method is must be viewed as equally dubious.
I really hoped to get this article published somewhere but it wasn't to be. I still think its important to examine a method which is so widely used. Even if you disagree with what I've written, I think the debate itself is important. So here is my (slightly edited) take on GenkiEnglish.
This article will introduce and
examine Genki English (hereafter GE), a materials supplier, and teaching
methodology which is currently being used to teach English to large numbers of
children in public schools throughout Asia, including Japan, China and India. Thailand’s government, together with the
British Council, has introduced GE into “every primary school in the
country” (Graham a). There are now several million students around the
world learning from this method.
Genki English is both a materials
supplier and method of teaching. The
site itself claims to be “a collection of games, songs and ideas for use by teachers
of languages to children”(Graham b). It contains teaching materials
but it also contains sample lessons, a curriculum and more importantly a
specific approach to teaching. This
approach might be termed the “Genki Method” and owner and creator Richard
Graham can be seen presenting his ideas on teaching on a variety of YouTube videos.
The
GE Method
None of the materials or techniques used
by GE are particularly new or original.
Graham notes “Although I've given [GE] a funky name, there's nothing too
new or ground breaking theory wise, it's just a collection of useful, helpful
ideas and resources that work very, very well” (Graham c). Speaking and listening, seem to be the major
focus with much of the actual teaching method involving “old fashioned drilling”(Graham d) in the form of songs and games.
The lesson plans are relatively
fixed, every lesson following the same pattern and the same timing. The pattern involves students repeating the
target language in song form:
Warm up/Review (3-5 minutes)
2. Introduction of new English (15-20 minutes), including teaching of the song. Use this 3 step approach to keep kids interest and energy levels high.
a) introduce new vocab
b) teach song a cappella with the "Mini Lesson"
c) sing together with the music,
3. Practice of new material (15-20 minutes) (Graham e)
There
is also a step two, which involves projects, such as students talking about
pets or food and contacting foreign students (Graham e) but this is only
available to students who have completed the first step of the curriculum.
Material
The GE material is targeted at
Japanese elementary school children and as such there is very little material
for writing and reading practice, (MEXT prohibited the teaching of reading and
writing) though there is a phonics book available. There are also songs and games included as
well as cultural events like lessons about Christmas and Halloween all of which
follows MEXT guidelines. (MEXT online) The ordering of items is described as
purposefully "non-linear". Some
lessons are purely about learning related vocabulary, such as "fruit
market" and "colours" while others are largely grammatical such as the three lessons
dealing with "where is the..." structure. The language targets are fairly basic and do
not tend to develop much beyond the present tense. However, the stated aim of the curriculum is
to allow the students to say "anything they want"(e), an ambitious claim and as past tense, future
aspect and even plural nouns (among other items) are excluded, a seemingly unlikely
one.
It is also quite limited for a 6
year language course. If the material
can be mixed and matched as the website claims then it seems that students are
not expected to move much beyond acquiring a very basic grasp of the language. The example six year plan by Joel Bacha,
featured on the site seems to bear this out.
Graham notes that while others may see this as a weakness, he sees it as
"a Challenge! You can go anywhere
you and your kids interests lie and teach things exactly to their
level"(Graham g.) This also
seems in line with MEXT who suggests "Easy English conversation" as
one of the aims of Elementary English (MEXT online)
As a young learner material supplier, comparison
with Oxford's six level "let's go" series is interesting, as these feature
much of the entire GE syllabus in the first book. They also include plural nouns very early on
(arguably useful for languages which lack these) and go on to more complex
structures in the later books. Let's go
includes reading and writing, has numerous authors, with a great deal of
experience teaching children, such as Ritsuko Nakata, president of the
IIEEC. It also has a reader series which
complements the textbooks, flashcards and picture dictionaries. Therefore it is apparent that Japan is not
lacking resources or experience regarding the teaching of children.
Does
GE Work?
Although it is perhaps unfair to
criticise what is essentially a publicity website it is unavoidable as there is no other published
material relating to GE. There are quite
a number of questionable claims made on the site, for example:
Simply
by deciding to do the song gives you a huge advantage as it sets a goal,
something the kids can work towards. A goal properly set is one half reached.
It means whereas usually you could teach 3 or 4 answers to a question in one
lesson, you can now do 7 or 8 (Graham d).
First
is the rather odd claim that setting a goal is half way to reaching
it. Second is the claim that people
usually teach three or four answers to questions in a lesson. It is difficult to be entirely sure what this
means or if Graham actually has some data pertaining to "number of answers
usually taught in English lessons".
Regardless, according to Graham a
teacher can now do nearly twice as
much!
A further problem with this approach
is although Graham admits GE is not original, he seems to be suggesting here
that introducing songs into a children's English class is innovative. With the huge number of children's English
textbooks, games, flash cards and CDs available it seems quite improbable that
this really could be the key to GE's success, or even something that English
teachers are not already aware of.
Moreover, the GE materials themselves are largely produced by Graham and
are arguably less 'polished' than most published materials. The songs are also written and performed by
Graham whereas the "let's go" series, for example includes material
performed and written by Jazz Chants series author Carolyn Graham. It is of course possible that the
rough-and-ready nature of the materials are attractive to young children. I have personally used some of the CDs, with
very young children, and they enjoyed them at lot.
The most serious problem though is
with claims relating to the effectiveness of the method. Graham claims the materials work "very,
very well" (c) but it is not at all clear what "work" means
in this sentence. Do they, for example,
work in creating an enjoyable learning environment? Or do they work in helping
inexperienced teachers navigate the perils of Elementary school classes or do
they actually lead to students learning English? It is impossible to know as there is no
published material relating to their effectiveness.
Graham does address this issue on
his web page noting "Of
course we all know Genki English works great because we see it every time on
the kids’ faces" (2009).
He continues by noting that this level of evidence is not sufficient for
some, such as BOEs and head teachers (what misers!). He
then claims research has been carried out by the University of Newcastle, into
the effectiveness of the approach and that the results appeared positive. Though the research is not available yet and so I can't comment on it here. More recently the GE web page carries the logo "Researched by Harvard University Graduate School of Education" though what this is supposed to signify, I'm not entirely sure.
Graham also suggests that “although
the ideas on these pages are all fun and exciting they do correlate very well
with current practise and language theory” (c) but fails to indicate
what language theory and practices these are. There are also no sources of research or theory quoted on the site, an
admission he explains by stating “there are three basic reasons why I don't quote
direct sources on the site” (c).
These are (1) that there is, according to Graham, little credible research in the field of
applied linguistics but that what does exist supports GE (2), that the techniques were "tested
on students", with unsuccessful ideas being abandoned and (3) that:
A
lot of the methodology behind Genki English is taken from my own experience and
research of many years into various different fields, from science teaching to
advertising. Much of this consisted of reading articles and books that I cannot
now trace or in discussions with a great many people, most of which were never
recorded (Graham c).
As to
the third, if current research is not credible it seems unlikely reading it
would have helped to inform a theory.
Though it seems that perhaps what was read was more eclectic and
unfortunately unavailable. Graham also
claims that "English stands up to any
educational scrutiny"(Graham f) though again it is tempting to wonder, with
the supposed paucity of research, what exactly this is supposed to mean. It is also questionable as to whether a claim
like this, made by the creator of a method and with no empirical peer reviewed
studies to back it up, can be taken seriously.
In a different section Graham claims that speaking and
listening are focused on because "There's no point starting reading or
writing till the kids can actually talk in English" and that "I'm
sure you've all seen what happens when things are done the opposite way
round"(Graham e). This is a point made
with some conviction and it would be interesting to know how this conclusions
was reached and what the dire consequences of starting the wrong way round are. Could a teacher not start all of the skills
at the same time? In the same section
Graham suggests that speaking is the "biggest challenge" for almost
"every country in the world" which again, seems like a rather
definitive claim to make in the absence of any supporting evidence. Speaking from personal experience, certainly
among Arab students the reverse is quite often true.
The
Reason GE Exists
GE can perhaps be seen as a product of poor
language policy at the governmental level. Routinely ALTs with no teaching
experience have been and continue to be instructed to teach English in Japanese
Elementary schools with little guidance as to what to teach and how to teach it. On the GE website Graham notes, in the
"what are we supposed to be teaching in Japanese elementary schools"
section, that "Nobody has really decided" (Graham g) and adds that the
website was originally set up precisely because he had encountered this
problem. It should be noted that Graham
was not a language specialist tasked with creating a syllabus for the whole of
Japan but rather a young ALT with no language teaching experience. It is
somewhat depressing to realise that this was over 10 years ago and the
situation in Japan has not improved since then.
The lack of a clear syllabus in GE
as noted above is reflected in the complete lack of a syllabus in the MEXT
guidelines. Therefore any criticism of
GE should be seen in the light of this fact. However, despite the usefulness of GE for ALTs
who find themselves in the situation described above, the appropriateness of
the introduction of this approach into different contexts, such as state run
schools in Thailand in conjunction with the British Council has to be wondered about.
The
Thai Connection
To his credit, Graham donated
materials to the Thai MOE, through the British Council. The British council
in Thailand chose to approach him on the basis that there was a "strong
positive response from learners and teachers", not because they had any
evidence that these methods worked or were suitable to the particular
context (Budsaprapat, T personal
communication 13 August 2009 and 27 August 2009).The British Council has gone
on to license the use of GE in 15 of its teaching centres worldwide, giving an
untested and limited method considerable legitimacy.
Conclusion
There is arguably a gap between what
committed EFL professionals would like the EFL world to be like and what it
actually is like. It seems
counterintuitive that a method, like GE, created by one young teacher trying to
survive elementary school English classes, supported by little evidence of
efficacy, and employing largely homemade materials should become the choice
teaching method of millions of teachers around the world even being adopted by
governments and institutions such as the British Council. This is perhaps a reflection on the EFL world
as a whole. Is a method that suggests
children's English lessons be energetic and enjoyable really a revolutionary
concept for English teachers?
I personally believe that GE is, at
its core well intention and enjoyable for teachers and students. However, I would like to think that methods
exist and are used because of their merits and not merely because children seem
to enjoy doing them. Language education
should absolutely be enjoyable for students but that is not enough. Students pay to learn and so should be taught
with the best methods and materials available.
I congratulate the entrepreneurial spirit of GE but am somewhat alarmed
by its growth and acceptance. GE may
make children and teachers feel good but is that enough?
references
Graham.
R, (n.d.a). British Council press release: Genki English now part of Thailands
official teaching materials . In Genki
English. Retrieved May 7 2012, from
http://genkienglish.net/teaching/british-council-press-release-genki-english-now-part-of-thailands-official-teaching-materials.
Graham.
R, (n.d.b). What is "Genki English.com"? In Genki
English. Retrieved May 7 2012, from http://genkienglish.net/about.htm
Graham.
R, (n.d.c). The History of the Genki English methodology. part 1 . In Genki English. Retrieved May 7 2012,
from http://genkienglish.net/theory.htm
Graham.
R, (n.d.d). How to teach Genki English Songs -> Games -> Projects. In Genki English. Retrieved May 7 2012,
from http://genkienglish.net/songsgamesprojects.htm
Graham.
R, (n.d.e). GenkiEnglish.com Curriculum /Lesson Plans. In Genki English. Retrieved May 7 2012, from http://genkienglish.net/curriculum.htm
Graham.
R, (n.d.f). PHDs. In Genki English.
Retrieved May 7 2012, from http://genkienglish.net/teaching/phds
Graham.
R, (n.d.g). what are we supposed to be teaching in Japanese elementary schools
In Genki English. Retrieved May 7
2012, from http://genkienglish.net/whatteach.htm
Graham.
R, (2009) Academic Research: Genki English really, really works. In Genki
English. Retrieved May 7 2012, from http://genkienglish.net/teaching/academic-research-genki-english-really-really-works