The Language Teacher
October 2002
Becoming Global Citizens:
Students' Thoughts and Impressions of the Second Asian Youth Forum
Elizabeth Lokon and Bill Perry
Miyazaki International College
It was like night and day. Three days before—fear, anxiety, total strangers. Three days later—hugging, crying, best friends. 'And everybody's English was much, much better! That was one of the moments I realized the power of youth contact, homestays and exchange to overcome the hate and bitterness of the past. . . . (Cates, Takayama, Lachman, and Perry, 2001, p. 17)
It was three years ago at the end of the first Asian Youth Forum (AYF) when Kip Cates, the primary organizer, first said those words. The same words, and more, could be said again at the end of the second AYF in Kitakyushu. In the passages below we have excerpted our own students' reflections on the second AYF. With the third Asian Youth Forum coming in early November 2002 in Taiwan, we hope that our students' reflections will inspire readers to encourage and help their own students to participate in this rich educational opportunity.
The First AYF
In the fall of 1999, the first Asian Youth Forum was held in Seoul, Korea. The purpose of the gathering was to bring students from around Asia together and to give them an opportunity to exchange their ideas and their cultures through English in the four-day meeting held concurrently with the Second Pan-Asian Consortium of Language Teaching Associations Conference (PAC2).
The students at the first AYF attended academic seminars, made numerous cultural visits in Seoul (including the Independence Museum where some of the atrocities of the Japanese military in Korea from 1910-1945 were shown), experienced Korean homestays, and spent many hours interacting with students from different parts of the world. The first AYF was clearly a success for the 50 some students who attended.
One of our students from Miyazaki International College (MIC), Chika Takayama, wrote: "Seoul has several places that recall the former occupation by the Japanese. I wondered, then, how the Korean students attending the Forum could have overcome their complicated feelings towards Japanese and being with us" (Cates, et al., 2001, pp. 18-19). Takayama has graduated since she wrote that and is doing graduate work in Peace Studies in Korea.
The Second AYF
Forty-one students from 11 countries attended the second AYF in Kitakyushu, Japan. The second AYF was held in November 2001, concurrently with the Third Pan-Asian Consortium of Language Teaching Associations Conference (PAC3). Much like the first Forum, AYF participants were able to take part in academic sessions (both as presenters and as audience for each other's presentations), cultural tours, homestays, and social events. Topics covered included cross-cultural communication, global issues, English education, leadership, and team building. There were several opportunities to engage the public on these topics. Student representatives from each of the eleven countries held a "Reach Out Seminar" on cross-cultural communication at the Seinan Jogakuin Junior College. On the last day of the conference, some AYF students presented a skit and lead an open discussion with audience participation on "Language Learning: The Students' View." The session was open to all JALT and PAC3 participants.
Seventeen of these 41 students were from Japanese universities, and ten of them were our students. Despite the exhausting four days, the ride back from the conference was animated by insightful exchanges and reflections upon their intense experiences at the conference. We gave the students an opportunity to write about their experiences upon their return to campus in response to the question: "What did you learn from attending the AYF?" Let us now turn to these students' own words, unedited to preserve their voices and organized according to several themes: English as a common bond, working and creating together as Asians, broadening perspectives, and developing an action orientation.
'A Common Bond: English in Asia
A prominent area in our Japanese students' writing about their experience at AYF concerned the role of English in the interaction at the conference. Although most had had a "study abroad" experience in North America, England, Australia, or New Zealand prior to AYF, their contact with other Asian students who used English as a tool for daily interaction had been limited. Their words show that they developed an awareness of the wide-reaching scope of English as a medium of communication among Asians in Asia.
To join AYF was my challenge. I've never participated in these forums, but AYF seemed between serious and cultural exchange and it sounds good to me. I found my interest in Asia lately, so I decided to join in it quickly. Before I go AYF, I thought most Asian students would not speak English so well or speak with strong accent, but it was completely wrong. They were very positive, talkative and fluent English speaker. Japanese students from other area also spoke well, but I felt that English some Asian students spoke was real, I mean they need English and use it in their daily life (Matsuda).
The prospect of using English to meet all communication needs during the conference was daunting to some of our students, but most quickly realized that their anxieties about using English with the other Asian students were unfounded. Anxieties dissipated, and their confidence in using English grew.
It was my first experience. . . to have opportunities to communicate with people in other Asian countries. So I was very excited and at the same time, I felt anxiety for participating that because I was not sure if I could communicate with my English. Even though I'm studying English in my 'college, that uneasiness came up to my mind.... My first impression for the AYF was that what diligent and friendly were they, the participants! Of course, the common language was English so when they introduce themselves, they all used the English. As I talked in English, my uneasiness disappeared. I realized that it was just my bad habit. The AYF was the chance where I recognized English and myself (Hamamura).
Working and Creating Together as Asians
Many of our students came to AYF with a set of expectations about what would happen at such a conference with young people from other countries in Asia. There would be opportunities to break down cultural barriers and stereotypes as well as to establish friendships with students from other Asian countries. However, the following words from our students indicate that AYF 2 brought them more than they expected.
Before attending AYF, I just imagined it like a "meeting" or just "communication" with other young foreigners. But, in fact, AYF was different from others that I experienced before. What I was really interested was, especially, team activity. I joined one of the content team, which was language learning. I'm really interested in it because I'd like to be an English teacher after graduating from my college. We presented two types of class based on our (Korea, Thailand, and Japan's) common problems, which were a communicative (active) class and passive class, although we didn't have enough time to prepare for this role play. Role play with foreigners, besides, we just met yesterday. . . I had never experienced before! Honestly, I was so worried if we could do or not. However, it went very well, much more than I expected (Fukushige).
I enjoyed in AYF, especially the group activity: Communication-Language. Our team made a role play which showed a traditional class and a communicative class. When we made the plan, I could know some similar and different points of educational problems in Asia. We focused on learning English problem. After doing the role play and hearing the teachers' reflections, I learned so much (Maruta).
The experience of working together in diverse groups and under extreme time pressure led to a unique bond among the students — a bond that helped them to transcend cultural and linguistic boundaries.
Through these activities that I experienced for three days, I learned not only cultural differences but also the importance to cooperate and create with people without concerning countries. Now I keep in touch with some friends. I'd like to keep this network in future (Fukushige).
Broadening Perspectives
In addition to the above, our Japanese students also learned the greater Asian context within which they live. It seems common for many Japanese to think of Japan as separate from the rest of Asia. Restaurants and restaurant guides often categorize food into Asian, i.e., non-Japanese, Japanese, and Western dishes. This is perhaps a trivial example, but it clearly illustrates the widely accepted notion that Japan is separate from the rest of Asia. The experience at AYF seemed to have modified this conception and broadened—as well as deepened—our students' understanding of the intertwined nature of Japan's past and present with the rest of Asia. As one student put it, "It is difficult to remain isolated relation in a globalized world" (Harada). They came to this realization through dialogue and reflection.
There were some people who came from the victimized countries [by Japan during WWII] such as China and South Korea at AYF. I asked them what they thought of the historical issues. They said that they do not want Japan to distort and erase history because it is important in the development of better understanding between countries. All of them answered me openly. We talked for a long time to understand each other.
As a result, I really felt as though there was no barrier between them and me. I want other Asian youth to experience and talk directly and openly. It is difficult to understand what other Asian youths are thinking just by looking at what the media has to offer. To meet face to face helps to build understanding more easily and quickly (Harada).
The words in the following excerpt show how the stereotypes that one student had brought with her to AYF disappeared as she looked more closely at herself and her own attitudes.
Also, I had very strong stereotypes about Asian countries that made me confuse in the youth forum. . . . Talking to the stereotypes I had, that was not the correct at all. At first, even though it was a Japanese girl, I couldn't recognize she was Japanese. I asked everyone I met which nationalities are he or she. Also, in my image, people in Asian countries are passive. Of course not all of them but most of them were that kind of people, I believed. However, LOOK AT THE PARTICIPANTS!!! Who had such a passive attitude? Only me. They had their own opinions and they actually expressed that to other people. I was really surprised to see that situation and at the same time, I was encouraged by their attitude (Hamamura).
They realized the limits of their own knowledge about social issues compared to other students at the conference.
Through these four days, we had some activities such as group discussion about stereotype and leader ship, cultural exchange (singing and dancing), walking through Kokura city, etc and stayed together at Takami training center. The program was well concerned to get something out of the activities and I liked each of them. [One thing] I learned watching other students during these program was their knowledge. . . . They understand the problems their countries have and also I felt their problems were more closer to their life compared to ours (Matsuda).
They also came away from the weekend at Kokura with a better ability to see the world beyond their own immediate and often narrow concerns. A fourth year student who had her senior thesis due the Monday following the AYF weekend wrote the following.
I was trying to not fully involve myself in the program, worrying about my thesis, saving energy for that. "I didn't think it would be this hard. I can't work on my thesis." I said to my friend on the first night. I complained about the schedule that I made myself, was close to regret, that I was participating in the forum though I knew what I needed to do was just keep up my effort.
In the opening ceremony, the organizers gave short speeches on their hopes. One mentioned the people in Pakistan and China really wanting to come, unable to participate in the AYF because of visa restrictions or problems in their country's system. I saw that man almost crying in his speech and I cried, too. I cried, not only because of the war perhaps at the heart of the visa problem, but I cried about the darkness in myself that I wasn't really trying to see the other world around me while I was in an international event. I realized that I was just looking at myself, the problem I had made.
I was grateful to be in Kokura, in the AYF, opening my eyes wider. I had been there at the start, looking at the world straight on from my narrow perspective, me and my thesis. But, I found there are different layers of thinking to see the world. My thoughts could be with, a girl from Korea, a boy from Mongolia, and with the Pakistani who couldn't make it (Kawabata).
Developing an Action Orientation
Perhaps one of the most exciting outcomes of the conference was the enthusiasm and energy that the students expressed toward developing and expanding AYF in the future. From the quotes below, it seems clear that the students felt empowered and ready for action. They showed a tremendous amount of commitment to build peace, goodwill, and intercultural understanding among youth in Asia.
We learnt about many things, such as Global Issues, Educational Issues, Stereotypes, Leadership and so on. However, I know the most important thing is not learning. The most important thing is what to do. . . . We learnt many things, so we have to use those knowledge and we should do something (Kuboki).
I think Asian youth have the power to move on to a new step and help to solve the historical issue. As an Asian youth, I want to understand other Asian youths to keep good relationships and never make the same mistake again. Japan should make many opportunities for Asian youth to meet the victimized countries' youth to break stereotypes and to understand differences of opinions and values (Harada).
So far, the coordinators were from not Asian countries and it came up as a topic for the future AYF. I think Asian also should lead this AYF, and at the same time it's important keep them for getting ideas from another angle and moreover thanks to them we have AYF today. I felt youth power enough. I hope more young people from other Asian countries can join in next AYF. My idea is to have this forum in low price country and if we could stay longer, do volunteer job will be good experience (Matsuda).
Finally, the students who attended this year's AYF conference expressed eagerness for others to benefit from future AYF conferences: "I hope that the more people could join the AYF and have the opportunities to share the ideas they have to make our relationships better (Hamamura)"; "And the people who experienced it, should have a chance to talk to their friends and to people around them (Harada)."
Looking Forward
Hearing our students' own words, we have become more than convinced of the value of AYF in our students' journey towards becoming global citizens. They are learning how to transcend cultural and linguistic barriers as they built bridges across Asia. The need to use English has become very real to them. They have confronted stereotypes they held and have begun to see the world beyond their narrow and immediate concerns. They have realized the limitation of their own knowledge about the world and, for the first time, have recognized a real sense of interdependence between Japan and the rest of Asia. Best of all, they feel empowered and committed to building peace, goodwill and intercultural understanding among Asian youth.
This commitment for action has been translated into various activities on the MIC campus. Some students have selected senior thesis topics along the lines of the themes discussed at the conference (e.g., fair trade issues, poverty and violence, sex trade industry in Thailand). Others have formed a new extracurricular activity club, called Miyazaki International College Activists (MICA), which emphasizes studying local volunteering opportunities in order to contribute to solving global injustices. Half a year has passed since the last AYF, but their commitment and energy have not faded. In fact, more energy has been generated and has been spread among other students at the college.
AYF 3 will be held in Taipei, Taiwan, in conjunction with PAC 4 (November 8-10, 2002). An estimated 40 to 50 students from all over Asia will attend the conference. This is an excellent opportunity for students to use their English and become more active, interactive, and responsible citizens in our global community. For more information about AYF3, please visit the website: www.asianyouthforum.org or contact Kaying Lau at kaying@asianyouthforum.org or Kip Cates at kcates@fed.tottori-u.ac.jp.
Reference
Cates, K., Takayama, C., Lachman, A., & Perry, B. (2001). Hand in hand: Looking toward the Second Asian Youth Forum. The Language Teacher, 25(1), 15-20.
Elizabeth Lokon and Bill Perry teach at Miyazaki International College in Japan. Email: elokon@miyazaki-mic.ac.jp; bperry@miyazaki-mic.ac.jp.
All materials on this site are copyright © by JALT and their respective authors.
For more information on JALT, visit the JALT National Website