The Language Teacher
05 - 2001

Introducing "Strange English" into the EFL Classroom (Just for a Class or Two)

Ian D. Willey

Rikkyo University



QUICK GUIDE

Key Words: Group work, Culture, Journal writing
Learner English Level: Advanced
Learner Maturity Level: College to Adult
Preparation Time: At least one hour for Activity One
Activity Time: 45-50 minutes per activity (may vary depending on class interest or students' ability level)

Background

The activities in this paper were inspired by Megumi Arai's article "From Bard to Worse in name of English" (Asahi Evening News, August 28, 2000, p. 7) about the strange English that abounds in advertising, movie titles, and product packaging in Japan. Having lived in Japan for a few years, I too have noticed that some of the English on public display here can be pretty weird. In some cases, simple proofreading could have prevented the strangeness, as in this passage observed on an orange juice carton: "This is made of selected high quality. Please enjoy our tasty."

In other cases, the strangeness runs deeper, and a proofreader might not know where to begin. This example was observed on a photo album cover: "As time goes on, one photograph taken casually is more precious. One photograph is something wonderful. One person with plenty of wonderful photograph is surely having wonderful life."

Even after the problems with articles and plurals in this sentence have been smoothed over, the remaining sentence is still not something a native speaker would likely have written. As Arai observed, so much of the English out there, like this sentence, is overly sentimental, often to the point of meaninglessness. The question is: Why?

Strange English Activities

When I posed that question to a presentation class at my university, the students said that they had never thought about it before. They never read any of the English out there. Well I say, what a waste! This English is everywhere, and if students are directed to pay some attention to it, they may be able to learn something. I would like to share two activities I created which make use of this English. These activities have two objectives: to help students notice errors common to Japanese learners of English; and most importantly, to initiate reflection and discussion of the role of English in Japan, and of how languages are products of different ways of thought and expression. I feel these activities are applicable to any class where the teacher wants to encourage students to think about interesting cultural phenomena, and to "spice up" the syllabus for a class or two.

Activity One: Group Editing -- "'S' Marks the Spot" (about 45 minutes)

For this activity, students are divided into pairs or groups of three. Each group is given a handout listing strange English sentences that have been gathered from the real world. Fortunately (unfortunately?) compiling the list will not consume too much of the teacher's time. It is more than likely that a dozen examples can be gathered from products in one's own home, but if not then a trip to a department store will yield a bumper crop (a list of authentic examples is also included at the end of this paper). It is perhaps best if these examples are in sentence form, containing grammar/spelling errors that students can notice, and if possible, are bizarre or humorous.

Working in groups for twenty minutes, students are directed to locate the errors or strange parts of each sentence, then to alter the sentences so they are more correct or natural. If a sentence seems strange, but they don't know what to do with it, they are to write an "S" next to it and move on to the next sentence.

During the last twenty minutes, groups present their corrections or "S"labeled sentences, and tough ones are worked on as a class. I try to contribute as little as possible, instead letting students labor over the sentences' structure and meaning.

Naturally, students are sometimes unable to identify problems with some sentences. I feel that this is not a problem as long as correction is considered a secondary activity, the primary being to make students aware that some of the English around them is used in a manner that is strange to native speakers. As such it serves as a warm-up to the second, more reflective activity.

Activity Two: "Pay Attention!" (about 50 minutes in class)

This activity encourages students to think more deeply about this subject. Students are instructed to pay attention to the English around them for one week, and to write down some of their observations in their journals (a key component of the course). Their observations and writing are to follow three phases:

  1. Pay attention to the English around you. Look for examples of English in your own home -- on products or clothing, for example, or in Japanese songs. Write down some examples.
  2. Pay attention to the English out there. Get out and observe some English in the real world. Look at signs, clothing, products, packaging -- can you find any English? Write some more examples.
  3. Think about the English you've observed. Does any of it seem strange? Can you say anything about the way English is used in Japan? How do you feel about the way it's used?

In the next class session, students discuss their observations and reflections in small groups. Afterwards, groups present their findings and ideas to the class. You can ask some students to write intriguing examples on the board for class analysis.

"Why?" is an interesting question for students, in large part because many have never thought about this topic before. I have found the discussion that follows this question to be rich and stimulating as students share their ideas about English, culture, and language. Feeling that no term should be left undefined, I often ask students how they would define "strange"; after all, some error-free English is still strange to me, and would never appear on packaging in the United States. Their responses to this question have been thoughtful as well, and now perhaps I am a little more tolerant of strange English in Japan. A little.

Cautions and Conclusions

I felt it was important to conduct these activities in a positive manner, reminding students that the goal is not to make fun of the language, but to examine it. Here I risk making a contradiction, as some examples are humorous to me as well as the students, and some laughter is inevitable. The humor aspect may be helpful in engaging the interest of the students. As long as we laugh at the absurd, unintended images the words yield and not at the minds that produced the words, I feel that a positive atmosphere can be maintained, and students will be able to learn something even from English that is a little "strange."

Appendix: Some "Out There" English

Stationery

  1. [Brand name's] letter pad is the best and ever used! This letter pad is excellent quality.
  2. The breeze passing over my cheek makes my mind gentle. The blue sky makes me generous.
  3. Let simple and old-fashioned myself stay with you, while ordinary things have been disappearing from the world.
  4. I am full of play mind. Cheerful mode! I now live nicely.
  5. The sky has a dream and a hope, but it isn't something the sky can give you. Are you OK?

Academic notebooks

  1. It is our hope that this iteme will become your good friend and help to make your life enjoyable all the time.
  2. This notebook is well-bound with automatic excellent machine by [company name] that is traditional company since 1909.
  3. This is the most comfortable notebook yo
  4. The benefit of this notebook is up to the sense that comes from your passion.

Photo albums

  1. This photo album is very functional items.
  2. I wake up early morning. After light exercise, energy runs through my body. It is the most blissful moment.
  3. I want to see strange people in north and south countries.
  4. With the passing of time, we are able to create yet another memory. Please take care of these enjoyable and happy moments. Never forget your gentle sentiment and your warm smile.

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