(First, a note on the subject of the post. At any store in Japan, if you are kept waiting for any period of time longer than nothing, before paying for or receiving something you ordered, the clerk or applicable body will say a heartfelt [or sometimes not so heartfelt] o-mataseshimaimashita, which is an untranslatably polite phrase that means, sort of, “I have shamelessly and undeservedly made you wait.” In Japan, a country with, in general, very little sense of irony, this phrase is said at points even when it’s obvious that a) there was no choice but to make someone wait, or b) the time spent waiting was approximately 1.37 seconds. So, because I feel that it’s been far too long since I’ve written, I wanted to say to all of you o-mataseshimaimashita; it won’t happen again.
In an unrelated note, whenever I’m with a Japanese friend and I have to tie my shoe or run back inside to get something, I come back and say to them o-mataseshimaimashita. They are never terribly amused by it, but I think it’s really funny every time. Okay, onto the actual post.)
Besides the obvious, I think that a lot can be learned from a language textbook. Gauging the category of vocabulary learned early on, the examples of discussion and role-play situations, a student can learn not only some new words but, in general, what cultural attitudes and experiences go along with speaking this new language. For example, in the Hebrew textbook I used, the situations given for conversation practice usually included arguing over prices at the local market, telling someone they were crazy, or lamenting the situation of the world-at-large in a uniquely enchanting Israeli way.
The authors of that textbook were correct (in my opinion) that the situations often encountered in Israel, where one will probably end up speaking Hebrew, usually revolve around arguing and passionate displays of emotion and opinion. It makes sense – prepare the students for the real-world situations they’re most likely to experience as speakers of the language.
So I think it’s safe to conclude that the context in which a language is taught provides a lot of implicit information about the culture.
Consider, then, the Japanese language textbook. Almost invariably, the situations described in Japanese textbooks involve a confused foreigner trying to figure out Japanese culture. Almost never are a Japanese and an American talking like normal friends, and almost invisible is the foreign student with a deeper understanding of Japanese culture.
For example, two weeks of class based on an essay written by a Japanese person bemoaning the lack of proper thanks given by an American he took care of. The American thanked him once and not again; the author could not understand how someone could stop after just one thank you. Roles for discussion are often given that include an average Japanese explaining a particular custom to a baffled foreigner, and popular essay topics include how Japan is different from home, what shocked one about Japan upon first arriving, and the difficulties of learning the language.
I know that much of this is out of consideration and politeness, and they certainly don’t have to go out of their way to help foreigners out, but if we compare the Hebrew and Japanese textbook models, it would be hard not to conclude that the expected situation for a student of Japanese in Japan is utter confusion. It certainly seems, based on all of this and my own personal experience, that I’m expected to not have any idea what’s going on around me.
It often feels like this kind of attitude is designed to keep reminding me that I’m an outsider, though I simply need to walk outside for that reminder anyway. The truth is that not much shocked me when I first arrived here – I had been to Japan before, taken a class on Japanese history and read enough Japanese literature to have at least a vague grasp on its collective unconscious. Does this make me an expert? Of course not, but with the world shrinking every moment, few people come to Tokyo without some sort of knowledge of Japan, its history, and its customs.
Yet the image of the confused foreigner continues to be promulgated. This isn’t to say I understand what’s going on – what I don’t get could fill multiple encyclopedia sets – but nearly four months into my time here, I’m ready to shed the image.
In fact, I may have to. This week I’m playing host for the first time – at first to a Japanese friend from Kyoto (I will show him around Tokyo, in a strange twist of roles), and then to my parents and youngest brother. With the job as host comes a certain feeling of ownership of one’s surroundings, and I’m enjoying it even before my visitors come. In the face of the expectation of being overwhelmed, I will show people around, tell them which trains to take, walk to new places without a map, serve as translator, and try to share my love for this incredible city.
The thought has come to me more than once that perhaps it is the locals who are overwhelmed by my presence, and that the confusion they expect me to have is in part their confusion as to where I fit in their society. Many times I feel that, when I go to a place where foreigners aren’t expected to go, the locals don’t know what to do with me. They certainly seemed as baffled, if not more so, than the foreign characters in my textbook.
The other day I went to buy a pillow and sheets for my guest coming on Friday. Outside the store, an older man saw me and said, proudly flaunting his English ability, “Shopping visit?” I answered in Japanese and we had a nice little conversation about where I lived, what I was doing in Tokyo, and other things like that. As we were about to part, he said, smiling and grandfatherly, “Be careful!”*
“But Japan is really safe, isn’t it?” I answered jokingly.
Turning away from me, he mounted his bike. “Be careful,” he said quietly in English, as if to himself.
*I feel I must clarify. The phrase he used is "ki o tsukete," which is kind of a cross between "take care" and "be careful," but I think it can be translated either way. I hope, anyway.
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