May 23, 2010


多聴多読マガジン 2010年 06月号 [雑誌]
多聴多読マガジン 2010年 06月号 [雑誌]
When this magazine was first lined up on a bookshelf at big bookstores, I was genuinely thrilled to read it and leafed through eagerly many of enjoyable encouraging stories of Tadokists, who have actually read quite a number of many kinds of books, picture books, books for children, graded readers, manga, PB and many more.

However, contrary to my expectations, as the new issues published one after another, the magazine started to wane its uniqueness and changed into somehow more study-intended one and became one of ordinary trashy English learning magazines.

To be honest, I've completely given up on that magazine and have not been paid enough attention to it. But to my real surprise, when I read the new issue yesterday after a quite while, I was beamed unexpectedly by some of the articles written by some professionals of English.

One of the people I'm quite happy to have in that magazine is Itou Sam-san, who is a head editor, I think, of the Japan Times. I started to read many English books partly thanks to his book. He is a real user of English, not that one of many kinds, who are highly titled such as professional but non-user of English in real life..., you know what I mean.

I concluded the reason why I felt the new issue is quite different from the old issues is that people who joined the new issus are those teachers and professionals who started Tadoku out of sheer curiosity, and fascinated with its possibilities and eventually became eager to share their love with students. They enjoy Tadoku with pure motivation.

On the other hand, people who wrote some articles in the old issues are those kinds who are good at appealing others that they're reading certain amount of books, but they don't read for pleasure at all. They are more fascinated with the effects of Tadoku. If you're truly interested in Tadoku and reading books constantly, then you can tell easily the difference between them.

Real Tadokist teachers, who are genuinely enjoying Tadoku, likely stop teaching, filling students with their knowledge, until students come up with questions by themselves.

Disguised Tadokist teachers don't doubt the way of their teaching, and keep overloading students with their knowledge. They don't come to understand how harmful they can be to teach students in advance. They keep depriving the joy and mystery of learning English from students.

ともかく、one of them になってしまったなと失望した多読多聴マガジンに復活のきざし?



Whiskers said...

Hi, emmie-san!

Hmmm...I have to take a look of the latest isuue.
I had same kind of impression about the magazine as you and I haven't read it for a while although actually I asked my school to subscribe to it.

I've never seriously thought why I felt like that about that magazine. And again, you made the point very clear.

At my school, my colleague teachers know a little bit of tadoku. One part time teacher and I have been having tadoku classes for some years now and last summer we had a tadoku seminar for local junior high students.

However, their attitude toward it is, like, just put a lot of real easy books in front of students, and voila! they start to read. Every time I find how they regard tadoku, I feel really discouraged. They are fluent readers and speakers of English. Maybe because they were very eager to 'study' and to acquire English it was one of the most 'useful' ways to read books, they simply expect students to do the same. Well, probably 'to study hard' 'consulting dictionaries' was the only way to acquire English and they just cannot imagine that a much easier and enjoyable way like tadoku exists.

Anyway, I'll check the issue out first thing in the morning. It's good to have something to look forward to at your workplace especially on Monday morning.

Mrs. Malone said...

I'm glad to know that it seems I was able to be a trigger for you to have a happy start of work days^^

One thing I don't understand about English teachers is this why they ask students to do the same as what they did to learn English.

Almost all the students don't become specialists of English like English teachers, right?
They've got to work hard to be a specialist in other fields, so they can't share their precious time thoroughly for learning English.

It's helpless to get upset here, but I do hope teachers already come around to noticing that you can be happy and excited to acquire certain level of English usability. ^^