By Bennett Pérez

“Oh!

Darling you gotta let me know,

Should I stay or should I go?”

-The Clash

Time froze as I stared at the recontracting paperwork lying in front of me. I was flanked by my BOE supervisor and Carolyn, a fellow ALT, who had only just confirmed that she was not recontracting. What was taking me so long? I had walked into the Board of Education with my mind already made. I had spent all of Christmas break discussing whether I should recontract, and why, and why not, with my loved ones (in Japan and back home). It felt like I had had the same conversation a million times. I was trying my utter best to ensure that I wasn’t  making a hasty or irrational choice. When there seemed to be nothing left unsaid, I was finally satisfied that the choice that made me happiest was to return home.

By Andrew Fischer

Nearly every ALT across Ehime ought to be familiar with the EIKEN, or Jitsuyō Eigo Ginō Kentei (Test in Practical English Proficiency).

The EIKEN is similar to the Japanese-Language Proficiency Test (JLPT). The differences, besides the fact that the EIKEN tests English-language skills, not Japanese-language ones, are as follows: the EIKEN offers more levels (seven), is offered three times a year, can be taken at some schools, and includes writing and speaking sections.

By Ciaran

As an elementary school ALT, I’ve played many roles. I have been the tape-recorder: reading dialogue from a script as the children fidget and try to match pictures to numbers based on what I’m saying. I have been the planner. I have prepared materials and designed lessons. I have adjusted things between classes and addressed problems that came up unexpectedly. I have been a kind of class pet: little children literally climbing on me, pulling at my hair, shouting for my attention, comparing hand and foot sizes, marvelling at my non-brown eyes and occasionally trying for that elusive kancho – and that’s where I draw the line.

By Ma. Antonette Lofamia

A few weeks before leaving for Japan, I found out from my predecessor that I would be teaching in five high schools within the Nanyo B region and two special needs schools. Now, I already expected that there would be quite a bit of travel involved in the position since it’s not uncommon for ALTs to have more than one school but teaching in a special needs school wasn’t something I was ever prepared for—hence the panic. While my degree provided a short course on special education, I only had theories and no hands-on training in an environment with special needs learners.

By Jose Catalan

I’m a high school ALT in Imabari, Ehime and I’ve been here for almost four years. I know many of you have different schools you go to, but I am one of the lucky ones. I only have one school because my school is not an ordinary high school. It’s a secondary school. There are few secondary schools in Ehime so when I first got here, I didn’t know what that was. Let me explain what that means.

By Josiah Ng

Japan’s ministry of education announced earlier this week that it would again increase funding for its bread baking programs run out of the department of home economics, making it the most well-funded school culinary program in Japan and more funded than any baking program run by its neighbors to the west, China and South Korea. The funding comes on the heels of a recent third-party review of Japan’s baking education which concluded that the Japanese student graduating from high school are less competent at baking than other students in east Asia and thus unable to compete in the growing demand for baking internationally. Now, instead of baking education beginning upon entrance into middle school, this decision starts baking classes two years earlier, or fifth grade in elementary. Eventually it seeks to by 2020 have children as young as third grade measuring flour and singing “Do You Know the Muffin Man?”