When I lived in Los Angeles, I had heard a lot about the KCCLA, the Korean Cultural Centre of Los Angeles, where the Korean government subsidised language lessons that were so absurdly affordable nearly everyone had heard of their highly successful programme. I desperately wanted to learn Korean (one of my life aims is to become a polyglot fluently speaking Korean, Japanese, English, Spanish, and possibly French) but it wasn’t until my last year in LA that I had a Tuesday evening free to pursue KCCLA’s Korean language programme. I didn’t just like it, I simply adored it and would highly recommend the programme to anyone interested in learning another language. The classes went at a reasonable pace for someone completely unfamiliar with eastern languages, the professors were super fun and kept engaging us with real-life, practical vocabulary that I could immediately use on the street, and I fell in love with the language to go along with my pre-existing love of Korean movies, music, and soondobu, all of which I learnt to properly spell in hangul.
Sadly, there is no KCC in Washington DC, though the myriad grocer’s, restaurants, and tae kwon do gyms in Annandale more than rival LA’s Koreatown. Instead I discovered there is a JASWDC, the Japanese-American Society of Washington DC, which offers Japanese language classes. My intense love of Japan and Japanese culture is no secret, and I jumped at the chance to experience the same fulfilling language studies in another favourite culture of mine. In fact, I have another lesson tonight that I’m feverishly studying for whenever I can grab a free moment. I think the JAS, especially here in DC, is a wonderful society that does some pretty amazing stuff. I have no qualms with the people there, but if I were to be completely honest with you, I’m debating whether or no to continue my lessons.
At first glance it looks like my quandary is merely a squabble over values: I paid so I should go. This assumes the expense of classes is equal to, greater than, or somehow comparably worth my time, effort, and the payoff I’m getting out of the experience. Logistically, my list of excuses is long —I was out of the country for last week’s class and am already behind, I’m ill prepared for the current class, I don’t feel I’m progressing well, my time would be better spent catching up than flailing about for another hour and a half, my need to go the grocer’s is arguably greater — but my list of reasons to go short. It’s the same reason I paid what is to me a hefty fee to enroll in classes; I don’t want to punk out because I want to learn Japanese. And while all of these factors are vying for weight in my head and thus decision, a simple thought occurred to me. Just wanting to learn Japanese is not enough.
Pause. Let’s go back to Korean. I had two successful terms at KCCLA when I would have been terribly disheartened to miss a lesson, but that last term before I left was a complete botch. I went to maybe three out of ten classes, and they were the first three to boot. I like to pretend it was a slippery slope after I missed that fourth class, or that I had too much else on my plate outside of funtime (yes, I did consider language lessons and my language homework my free/fun time), but the reality is that there wasn’t a compelling enough reason outside of the desire to learn Korean to make me drive the 45 minutes to the centre, sit through the two hours of class, and do my homework for the next week. Just wanting to learn Korean wasn’t enough, I needed the children’s songs, the menu translations, the soap opera analysis taught in my previous two Korean classes to engage me. I needed the payoff of knowing I could walk into the Korean Galleria and complete a shopping transaction in only Korean, or that I would understand the answer when I asked if there was meat in the so-and-so, the simple joy of hearing someone answer you back in Korean when you say hello, or thank you, or goodbye. I stopped having that. Was it because Korean suddenly got hard? I certainly thought so. But that’s a big, stinky, heaping pile of hogwash and we both know it. It wasn’t fun anymore because my professor wasn’t making it fun.
In the world of educational professional development, we talk about letting students “take ownership” of their learning, understanding intuitively that no teacher can make them learn, they have to take on the responsibility themselves and then, through inquiry and experimentation and hopefully some teacher guidance, they push themselves to actually learn instead of memorise and regurgitate. Was it my professor’s responsibility to make learning Korean fun? Yes and no. It was his responsibility to make language lessons be about more than language. It’s about communicating ideas and not about subject markers and using the appropriate polite form. The grammar comes intuitively after the ideas, not in their place. Going to classes stopped being fun, so I stopped going. That’s not a terribly illogical logos. But what I had already learned in my Korean studies was how to make learning Korean fun. It was supposed to be hard, but my other professors showed me that focusing on the ideas behind the words made the language become invisible, and instead of being a math equation it was TV show. You didn’t have to simplify a bunch of variables, you just had to learn which actor was which.
Now we return to Japanese lessons, something which, from the little I experienced in Tokyo and my early Korean lessons, should be fun. I should want to go back to class. I should be searching for Japanese music and humming “The Rabbit and the Turtle” and failing miserably at restraining myself from going to yet another sushi restaurant just so I can say “Okanjo onegaishimasu!” I should be looking forward to my homework, like solving a puzzle. I should be trying to use my Japanese whenever I can and searching for furigana manga. If I’m not enjoying my Japanese lessons, which are at present pretty much rote repetition straight from the textbook (not helpful in making things sticky aka: easy to remember at all), it’s a shortcoming of the environment I’m in, not of my brain or my desire to learn the language. It should be fun, and if it isn’t, it’s up to me to make it fun. If that means not going to Japanese class and instead watching Train Man then so be it. Another way to look at it: If language class isn’t teaching me much, continuing to attend just because I want to learn Japanese is like standing in line at the Sprint store to fix a problem with your AT&T phone. It seems related, though it’s really just a waste of time. On the other hand, if you are learning something significant in class, or if your reason for going is something else, like to hear a native speaker for an hour and a half, then having a perfect attendance record might be worth your while. That’s the real question: what am I getting out of my class time?
It all boils down to my initial revelation. Just wanting to learn Japanese is not enough to learn it. It’s foolish to think sitting for 90 minutes a day will teach you anything as all-encompassing as a language as fast as the textbook or JLPT says you should. It’s about what you do outside of the classroom that matters (please direct all arguments to AJATT), and the plain-ol’ desire to learn Japanese is insufficient to guarantee I’ll actually learn from this class I’m debating to attend, or any other formal learning structure to begin with. My problem with this class? It’s not teaching me anything I couldn’t alone in my room with nothing more than the textbook in hand. I’ve been to three classes already (see a the similarity with my final Korean classes yet?) and I’ve had a hell of a time trying to get the vocabulary to stick in my brain. Yet in my independent kanji studies from Heisig’s book, Remember the Kanji, I’ve had no trouble whatsoever retaining the 200-odd kanji, seemingly one-off and random heiroglyphs, I’ve learned thus far. It’s no mystery to me why the difference; I have fun with the Kanji. They fit into stories and sentences and they build off one another and I got chills when I looked up from my book in Amsterdam’s Chinatown after lesson 8 and realised I could read the Chinese poster (hanza and kanji are similar) advertising fish ball soup for 8 euros because I knew the kanji for fish, and soup, and eight. Contrast this with class, where I can’t remember the word for “international relations” because it’s dry, isolated, and I won’t read it on a poster anywhere. I’m not even in college anymore, so asking Elgin, my speaking partner, what his major is eighteen times doesn’t help either of us.
So am I going to go to class? Probably not. Sure I feel bad wasting throwing my money away, worry I’m missing an opportunity, lament I can’t get more out of the class, and chastise myself for falling behind, but it’s not a complete waste, because while I didn’t get the best Japanese instruction ever, I did get schooled in something far more important. It’s not, “no pain, no gain.” It’s, “no thrill, no will,” and without the thrill alive and well inside the classroom, I just haven’t the will to learn any of it. The answer? Seek the thrill somewhere else, which is exactly where I’m going to go instead.






















