yeah agree not everyone is gonna get it. too bad for him, if he is so qualified he can maybe find a private job

The application processes are rather rigorous, and everyone hiring now has become much more selective.

In my case the process began with a simple cover letter, resume, and photo. 3 weeks after these were sent in, I received an email from the school asking me if I would available for a telephone interview. During the interview, I spoke clearly, with enthusiasm and confidence. I was then invited to attend a personal interview (at my own expense).

The personal interview process was intensive, lasting 2 days. I was questioned about everything listed on my resume, and asked to go into detail about each particular. I was aware that they weren't really interested in the information, they were simply judging my speech and grammar. I spoke carefully, and not too quickly.

After the interviewing, I was asked to give a couple of demo lessons explaining simple points of grammar (such as the differences between "see", "look", and "watch"). After these were finished, I was given a 5 page grammar/vocabulary test.

Following all of this was a more intensive interview process. They wanted to be sure that I was stable enough to be able to work in Japan on my own for a year without freaking out.

After it was all over, I didn't think I had done very well. Looking back on everything, I was sure that I had made mistakes everywhere. I was preparing a couple more copies of my resume to mail out when the school called and offered me the position.

I had done better than I thought, less than 3% of the people who had applied for the positions were actually hired. After 6 months in Japan, a few of those who had been hired decided they didn't like living here, and returned home.

As for myself, I love living in Japan. I've received good reviews from my students, and more from their parents, and some have asked me personally to stay. I ended up renewing my contract for the next school year.

There can be any number of reasons why your friend was not selected. As for the "overqualified" angle, that's a possibility. Most schools in Japan do not want people who know too much about Japanese language and culture. You are supposed to bring your own language and culture to the classroom, the students already know how to speak Japanese. The only time when you need to speak Japanese at school is in the staff room, it is never to be spoken in the classroom.

Schools do not want to hire teachers who are coming to Japan to "escape" their home countries. Too many people who post here dream of coming to Japan because they think they dislike their own countries. Students in Japan are fascinated with the West, and they don't want to hear about how "bad" things are there. Students do not want to hear about racism, corrupt administrations, or illegal wars. Japan has problems enough of its own. The students are interested in the good things, and they'll enjoy the classes more if they are taught by someone who has a positive attitude about their home country.

As for the race angle, that doesn't cut it. There are people of all nationalities and races teaching English in Japan.

That was inspiring. :eek:

I'm pretty well spoken (for the most part) and although I've studied Japanese for a while I plan on really sharing Alaskan culture (and English)-- which is amazing in itself...

So that's my angle!

(When I went to Japan they all know the best salmon comes from Alaska. :vsign: )

But on a serious note, hopefully by the time I'm ready to apply the program is still... in existence. What are the chances that the program will "die" in the next few years?

I think the JET Program is safe. I have heard nothing to indicate there is a threat of it being cut. It is a very popular program, as it puts native speakers of English into classrooms, working with Japanese students, making them more worldly at a time when the world is shrinking.

I thought some cities were opting out of using JET and going the eikaiwa route, as it's cheaper.

JET is eikaiwa, basically. I am not sure what you mean.

Actually, SSJup81 is correct. The number of JETs, after increasing every year for nearly 20 years, has been falling lately, at an alarming rate. From a high of about 6000 JETs about 5 years ago, the number is now only about 5000. Part of it is the economy, part of it is too many JETs not fulfilling their contracts, and other issues have contributed as well, but it has meant the growth of a new industry in Japan... private ALT recruiting firms. These companies take the place of CLAIR and the Japanese govt and find ALTs for schools. The benefit to the school is that they pay the ALT less than JET does, which means it costs the school less. They also will replace an ALT who skips out early, or that the school doesn't like, rather than waiting a year as often happens on JET. (Though in response to this, JET has increased the length of time they will try to get an alternate if a JET leaves. It used to only be for 2-3 months, and it's now 6 months.) These private ALT providers also usually act as the ALT's supervisor, which frees the JTE of that job. For people looking to teach in Japan, these companies are a new way to go about it, but it's much more "no frills" and lower pay/benefits/support network than JET. More and more schools seem to be turning to them, or finding an ALT on their own, as money gets tight or they get stung by an ALT that leaves early or won't do the work. A 1/6th drop in positions over the last 5 years despite now having ALTs in Elementary schools as well as Jr High and High School is a big drop... I found out that my city of Hashimoto, which used to have 4 ALTs in the city and 1 more 1 town away, all those positions are gone, no longer filled by JET. If they are filled at all, it's with private ALTs.

Thank you for the clarification. That explanation makes 100% sense, samurai. I think the ALTs of our generation (and before) were probably a bit more resilient than the graduates of today. It's funny you should mention the drop-out rate, as someone sent me this article today.

http://www.nytimes.com/2009/02/18/ed...18college.html

Sadly, this is the state of American college-student thinking today. This goes back to my original "sense of privilege" theory. The thinking of new college graduates today is not that I deserve a job, but that I am OWED a job for graduating. This article gives hints toward that earlier in college careers.

Notice how not one student interviewed thought "performance" was the deciding factor for grades. It's "effort". This is bizarre to me.

Why would you think in the working world that "effort" is worth anything if your performance is s**t? Aren't universities supposed to be training for life and the working world? I can't imagine going to a boss of mine and saying "Well, I spent 10 hours on this, but it turned out like crap...but I really tried hard! That's good enough, right?"

Even though I'm going to be a "university graduate" soon, I've been working for teh past 10 years on and off. I always gave my 100% on every job I had. I was also taught that you have to "work your way up". I've noticed that about younger people now. Not all, but some do feel that they're obligated to certain things, or expect everything to be handed to them.

There is far too much liberal political correctness in schools today. Believe it or not, the school I went to (and that the children of some of my friends now attend) don't keep score in PE games anymore. They say that doing so might make those on the losing team feel bad, so all that counts is "effort". Students who excel at something can no longer be recognized or rewarded for it, because it might hurt the feelings of everyone else. They teach the kids all about "self-esteem" and "equality" and "no one is better or smarter or more intelligent than anyone else". They play to the lowest common denominator rather than encourage kids to find a niche they enjoy and develop those skills in order to succeed. This in turn has led to a generation of kids who believe they deserve things just because of who they are, or because they put in "effort". "Effort" was the only thing recognized in school, never achievement anymore, and with all that self-esteem and self-empowerment and liberal indoctrination, they start thinking the world owes them, and things will be smooth and easy if only they put in a modicum of "effort". And if for some reason "effort" does not equal "success", as the OP's friend discovered, then it MUST be because of racism, bigotry, or unfairness of some kind...