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These two books and their two CDs that aim at teaching English to young Japanese students use what is in the news, a man who is charismatic in his public existence to attract the interest and motivation of the students to learn what he says, and at the same time to learn his language, in that case English. The model is extremely good because it is a set of public speeches that are very clearly articulated, not too fast and not to slow, with no particular local accent and that is dramatic enough to be expressive without being emphatic and over-expressive. Barack Obama uses the intonation and the pronunciation of the American language to express feelings and ideas, but once again without the theatrics of some preachers, quite in the line of Martin Luther King and/or Angela Davis, for those who have had the chance of listening to her in a public speech and debate. But Barack Obama also produces speeches that are very rich in the use of words, both lexicon and syntactic means, producing a rich language that can only be the right model for our students: learn how to repeat a word when it reinforces the meaning and to vary words for the same meaning when repeating would not bring any supplementary force but some humdrum monotony. I agree less with the second side of the books, that is to say the use of systematic translation, though the two languages being very different in types and in writing systems, it is less important than with another Indo-European language using the Latin alphabet. In other words, I understand how strong that approach of English can be for young people, in Japan or elsewhere, and I think, since I have been advocating that approach to my own students, to transform their portable computers into personal language labs with videos of speeches and their transcripts for quite some time, that this method is quite possible for all students all over the world, particularly for intermediate students or even advanced students who want to improve their language and particularly their pronunciation by self-learning, provided they repeat along with the model as many times as necessary when they can understand the language and they have put the model in their ears by listening to it as many times as they deemed necessary. And finally they can record their own reading alone and compare with the model. These two books prove at least that Japanese publishers are a lot more reactive than publishers in other non-English-speaking countries.
Dr Jacques COULARDEAU, University Paris Dauphine, University Paris 1 Pantheon Sorbonne & University Versailles Saint Quentin en Yvelines
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