April 6, 2004

Found In Translation

Japanese Language Teacher Speaks the Students’ Language, Wins Teaching Prize

By John Carroll

Students who sign up for Associate Professor Shoko Hamano’s basic Japanese classes to satisfy undergraduate foreign language requirements are getting more than they bargained for. They find in translation they have stumbled upon a great learning tool. According to Hamano, studying a language so phonetically and syntactically different gives a fresh perspective on one’s own language and culture.

“Language is a very complex thing,” says Hamano, “we have to think about culture, history, society, human physiology and mental process.”
Hamano’s pioneering approach to teaching Japanese and dedication to her students are among the many qualities that led her to receive the 2004 Shoshanna Trachtenberg Prize in Teaching. She was one of more than 100 faculty members nominated for this year’s honor, previously awarded to professors such as Michael Feldman, professor of engineering and applied science; Peter F. Klarén, professor of history and international affairs; and James Horton, Benjamin Banneker Professor of American Civilization and of history. Nominations for the teaching prize, which is open to full-time and tenured faculty members, are accepted from undergraduates only. A committee selects the winner based on supporting materials, including a letter from the department chair as well as student evaluations covering a two-year period.

Hamano is active in linguistic research and believes her understanding of students’ native languages enhances her ability to circumvent problems encountered when learning Japanese. In addition to English, she has studied German, Spanish and Korean.

“A language teacher needs more than theoretical or factual linguistic knowledge,” said Hamano. “I believe that linguistic knowledge must be presented in accessible ways.”

She has published a book on this subject titled, “Making Sense of Japanese Grammar,” and continues research on this and other related subjects.

Much of Hamano’s research takes place in the classroom, and she insists she learns as much from her students as they do from her. “I like it when they make me think, which happens almost every day,” said Hamano.

There is little GW undergraduates welcome more than a challenge and that is one way Hamano makes her extensive knowledge accessible to them.

“I try to challenge them by making each task slightly more difficult every day and by creating natural contexts where they have to speak Japanese,” said Hamano. “For instance, they might not get a handout if they do not ask for it in Japanese.”

In addition to challenges met with rewards, Hamano’s teaching style also includes an uncommon charisma. In anonymous class evaluations, students have described her “cheerfulness and open attitude that created a very comfortable classroom setting.” She also has been praised for her thorough follow-up on assignments and availability in and out of the classroom.

Young-Key Kim-Renaud, chair of the East Asian languages and literature department, credits the success of the Japanese program to Hamano’s pioneering ideas. “The program today is light years away from what it was before she came on board. Her training as a linguist and her long experience as a language teacher make it possible for her to teach her students in systematic and user-friendly ways.”

GW President Stephen Joel Trachtenberg introduced Hamano at the Celebration of Teaching Excellence Day April 2. At the event Hamano presented “Challenge of Teaching a Less Commonly Taught Language.”

Send feedback to: bygeorge@gwu.edu