JAPN301 S: Advanced Japanese SL
Description
This course gives students opportunity to deepen their knowledge of Japanese language and culture through their community service and to develop communication skills through discussions, reflection essays and presentations. Taught in Japanese. (Credit/ No Credit Available)
This course gives students opportunity to deepen their knowledge of Japanese language and culture through their community service and to develop communication skills through discussions, reflection essays and presentations. Taught in Japanese. (Credit/ No Credit Available)
Final Thoughts Essay
from This Service Learning
1) What I Have Done
I have done many kinds of things through service learning and all the activities are impressive for me.
J.C. Crumpton Elementary School
I went to J.C. Crumpton Elementary School 8 times as a member of group 4. We taught Japanese culture for three classes in one visit. In the class, we introduced geography in Asia, Japanese greetings and self-introduction, making Origami, playing Darumasan ga koronda, Onigokko, Kamishibai (Momotarou and Kasazizou), and using chopsticks.
North Salinas High School
I had an opportunity to visit North Salinas High School and we introduced Japanese major course of California State University Monterey Bay. I also spoke about my studying abroad experience from Japanese perspective. Unfortunately, not all the students looked interested in Japanese major course in the university, but they listened intently to what I said, so I was happy.
Marina Teen Center
I personally attended “The President’s Investiture Day of Service” on Saturday, November 16th because I tried to do service learning spontaneously. Most students who are taking this service learning class had to participate in Big Sur marathon as a volunteer. This is because they “have to” do service learning at least 30 hours. I think it is not good attitude toward service learning. Thus, I attended this event personally without thinking of meeting the minimum working hours. I visited Marina Teen Center by bus and I picked up garbage and cleaned the center from 8:30am to 2:00pm. I was surprised that there were many types of garbage, especially snacks, and chewing gum was hard to take off from the ground. I heard local children can play sports and activities such as pool game in this center. I enjoyed playing basketball with the children after finishing cleaning the center.
2) What I Have Learned from This Service Learning Experience
How difficult it was teaching Japanese culture in English
I found it is difficult for me to teach Japanese culture in English. For example, when I taught Katakana, I could not tell the stroke order well and just showed how to write. I realized I should have prepared before the class such as “First, left to right. Second, up to down. ” When I taught Origami, of course I explained how to make it by showing sample, but I sometimes explained it orally then the students could fold Origami properly. In that time, I gained confidence in my English.
I realize that I do not know Japanese culture very well
We have to know Japanese culture to teach it to the elementary students. For example, however, I totally forgot how to make Kabuto and frog by Origami so I practice making these before teaching. I was making many Origami when I was a child but I forgot that so I felt embarrassed.
Children are cheerful and honest
I was surprised that one student told me “You are not good at speaking English.” in the very first class. It is still an unforgettable memory for me. At the same time, I realized how honest the children were. Some students were sometimes not interested in our lessons. I noticed their feelings because they gave up paying attention and started to talk with friends. They showed their feelings by their behavior.
Students do not know Japan well
When I asked the students that “what do you know about Japan?” some students could not answer at all. So I said, “Do you know Pokemon and Toyota? They are both from Japan.” They were quite surprised. When I taught geography in Asia, one student pointed Taiwan and said “Is this Japan?” The students do not know about Japan very well and it was beyond my expectation.
3) Reflection How I Met the Learning Outcomes of This Course
Self and Social Awareness
I recognize “social” as “school and small community people” because actually I was teaching Japanese culture for elementary students and I think that thinking of small community is first step to consider social awareness.
Service and Social Responsibility
As for short-term, we can contribute to society by teaching Japanese culture to the students. The students talk to their family about our lesson such as “Mom, today I learned how to make a Kabuto by using newspaper.” Actually, when I taught making Kabuto, some students asked me “Can I make another Kabuto for my brother/sister?” I felt our lesson could influence not only the students but also their family.
The students may forget our lesson but I think that is okay. This is because even if they forget our lesson, something may make them remember our lesson in the future. For example, when they go to a restaurant and they may find chopsticks. In that time, they will remember “Japanese people taught us how to use chopsticks.” It enables us to contribute to society in long-term.
Community and Social Justice
I researched the demographics though the Community Scan and I found that Crumpton Elementary School has almost equal rates of Hispanic, White, Black and Asia students and it means this school has huge diversity. There is still systemic inequity such as racism in some communities. The gap of accessibility of education between poor and rich people is also inequity. I think teaching Japanese culture enabled the all students to learn new culture and that means we narrowed the gap and contributes social equality. Besides, several students could not concentrate on our lessons but I encouraged them to do our activities then they started enjoying the class. This means I accepted the obstacles as assets in terms of socio-cultural dynamics.
Multicultural Community Building/Civic Engagement
When I was teaching Japanese culture, I am also learning from the students at the same time. Teaching is not just one direction. In the lesson plan, I recommend some activities which emphasize cooperation such as making Origami. I saw the students helping each other. Thus, I felt I was successful in fostering their cooperation.
4) My Conclusion
All in all, this service learning class gave me many important realizations. I realized how important education is. Learning languages is very beneficial for the students. These experiences were beneficial for me and it will help me in the future.
I have done many kinds of things through service learning and all the activities are impressive for me.
J.C. Crumpton Elementary School
I went to J.C. Crumpton Elementary School 8 times as a member of group 4. We taught Japanese culture for three classes in one visit. In the class, we introduced geography in Asia, Japanese greetings and self-introduction, making Origami, playing Darumasan ga koronda, Onigokko, Kamishibai (Momotarou and Kasazizou), and using chopsticks.
North Salinas High School
I had an opportunity to visit North Salinas High School and we introduced Japanese major course of California State University Monterey Bay. I also spoke about my studying abroad experience from Japanese perspective. Unfortunately, not all the students looked interested in Japanese major course in the university, but they listened intently to what I said, so I was happy.
Marina Teen Center
I personally attended “The President’s Investiture Day of Service” on Saturday, November 16th because I tried to do service learning spontaneously. Most students who are taking this service learning class had to participate in Big Sur marathon as a volunteer. This is because they “have to” do service learning at least 30 hours. I think it is not good attitude toward service learning. Thus, I attended this event personally without thinking of meeting the minimum working hours. I visited Marina Teen Center by bus and I picked up garbage and cleaned the center from 8:30am to 2:00pm. I was surprised that there were many types of garbage, especially snacks, and chewing gum was hard to take off from the ground. I heard local children can play sports and activities such as pool game in this center. I enjoyed playing basketball with the children after finishing cleaning the center.
2) What I Have Learned from This Service Learning Experience
How difficult it was teaching Japanese culture in English
I found it is difficult for me to teach Japanese culture in English. For example, when I taught Katakana, I could not tell the stroke order well and just showed how to write. I realized I should have prepared before the class such as “First, left to right. Second, up to down. ” When I taught Origami, of course I explained how to make it by showing sample, but I sometimes explained it orally then the students could fold Origami properly. In that time, I gained confidence in my English.
I realize that I do not know Japanese culture very well
We have to know Japanese culture to teach it to the elementary students. For example, however, I totally forgot how to make Kabuto and frog by Origami so I practice making these before teaching. I was making many Origami when I was a child but I forgot that so I felt embarrassed.
Children are cheerful and honest
I was surprised that one student told me “You are not good at speaking English.” in the very first class. It is still an unforgettable memory for me. At the same time, I realized how honest the children were. Some students were sometimes not interested in our lessons. I noticed their feelings because they gave up paying attention and started to talk with friends. They showed their feelings by their behavior.
Students do not know Japan well
When I asked the students that “what do you know about Japan?” some students could not answer at all. So I said, “Do you know Pokemon and Toyota? They are both from Japan.” They were quite surprised. When I taught geography in Asia, one student pointed Taiwan and said “Is this Japan?” The students do not know about Japan very well and it was beyond my expectation.
3) Reflection How I Met the Learning Outcomes of This Course
Self and Social Awareness
I recognize “social” as “school and small community people” because actually I was teaching Japanese culture for elementary students and I think that thinking of small community is first step to consider social awareness.
Service and Social Responsibility
As for short-term, we can contribute to society by teaching Japanese culture to the students. The students talk to their family about our lesson such as “Mom, today I learned how to make a Kabuto by using newspaper.” Actually, when I taught making Kabuto, some students asked me “Can I make another Kabuto for my brother/sister?” I felt our lesson could influence not only the students but also their family.
The students may forget our lesson but I think that is okay. This is because even if they forget our lesson, something may make them remember our lesson in the future. For example, when they go to a restaurant and they may find chopsticks. In that time, they will remember “Japanese people taught us how to use chopsticks.” It enables us to contribute to society in long-term.
Community and Social Justice
I researched the demographics though the Community Scan and I found that Crumpton Elementary School has almost equal rates of Hispanic, White, Black and Asia students and it means this school has huge diversity. There is still systemic inequity such as racism in some communities. The gap of accessibility of education between poor and rich people is also inequity. I think teaching Japanese culture enabled the all students to learn new culture and that means we narrowed the gap and contributes social equality. Besides, several students could not concentrate on our lessons but I encouraged them to do our activities then they started enjoying the class. This means I accepted the obstacles as assets in terms of socio-cultural dynamics.
Multicultural Community Building/Civic Engagement
When I was teaching Japanese culture, I am also learning from the students at the same time. Teaching is not just one direction. In the lesson plan, I recommend some activities which emphasize cooperation such as making Origami. I saw the students helping each other. Thus, I felt I was successful in fostering their cooperation.
4) My Conclusion
All in all, this service learning class gave me many important realizations. I realized how important education is. Learning languages is very beneficial for the students. These experiences were beneficial for me and it will help me in the future.
weekly_reflection_7.docx | |
File Size: | 17 kb |
File Type: | docx |
journal_reflection_8.docx | |
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