I was an 'invisible person' in America. The 'Thinking English Ear' born from frustration
Hello! I'm Kiko from kiko's english playroom.
"Kiko, you're a child who always needs the teacher to take care of you."
When I had just started attending a local school in America, those words from my teacher pierced my heart deeply at the time.
In Japan, I was a 'good child who didn't cause trouble,' quietly listening to what the teacher said and not making waves. But the moment I stepped out into the outside world, that virtue changed into an evaluation of a child who doesn't have their own opinions and isn't independent.
Table of Contents
Being able to 'hear' was the same as being an invisible person
The 'Thinking English Ear' I found at the end of frustration
To the me of that day, and to the children of today
1. Being able to 'hear' was the same as being an invisible person
I listened desperately, and I gradually began to understand what the other person was saying. But that wasn't enough.
"What do you think?" "Why did you think that?"
To the questions thrown at me one after another, even though I had a vague image in my head, the 'circuit of thought' to put it into words wasn't connected. Just silently smiling, I was like an invisible person in the class.
Even if I could catch English as 'sound,' if I couldn't chew it over with my own 'heart' and throw it back as 'words,' I couldn't build an equal relationship.
At this time, I learned firsthand. With 'just an English ear,' you cannot compete in the world.
2. The 'Thinking English Ear' I found at the end of frustration
"I don't want my child to have the same experience as I did."
With that single-minded focus, I arrived at the concept I value most in my lessons now: the 'Thinking English Ear.' It is not about creating an ear like a 'recorder' that simply distinguishes native pronunciation.
Hear the sound
Understand the intent
Connect it to your own thoughts (Think)
Speak
I want to help children develop ears that act like a 'processor' where these four elements rotate at high speed, while their brains are still flexible. For that reason, in my classroom, I intentionally do not teach 'the same correct answer for everyone'.
'How did you hear it?' 'What would you say?' By repeating such questions, I help children draw their own 'personal English map' inside their heads.
3. To the me of that day, and to the children of today
If I could speak to myself back then, when I was at a loss in America, I would want to say this:
'It's okay. That frustration will one day become the power to protect the future of many children.'
When they graduate from kiko's english playroom, I want the children to be able to say with pride, 'I can speak English. And I have my own thoughts, too.'.
So that even when I am not there, they can stand on their own two feet and laugh as equals with anyone in the world. Turning the tears I shed that day into the radiance of children's 'self-confidence.' I believe that is my mission.
💡 Finally
If you felt something after reading this article, please let me know by clicking 'Like (♡)'. This was a story about my own slightly embarrassing past, but there is nothing that would make me happier than sharing these thoughts with you all.
I will continue to share information about 'authentic English education' that doesn't fit into a mold. Please also follow me so you can come back and visit again!