MLO 5: Cultural Internationalization and Language Immersion
Outcomes:
5.1. Students demonstrate that they have actively immersed themselves in authentic Japanese cultural and linguistic environments and have internalized the language and cultural experience, from which they have developed a personal understanding and new perspectives of the community.
5.1. Students demonstrate that they have actively immersed themselves in authentic Japanese cultural and linguistic environments and have internalized the language and cultural experience, from which they have developed a personal understanding and new perspectives of the community.
Courses Taken:
Fall 2014: Japanese 1 (Japanese Language Proficiency Test Levels N5 – N4) In this course, students study simple structures, basic sentence patterns, 300 Chinese characters, and approximately 1500 vocabulary words. Upon completion of this course, students will be able to understand short, simple texts describing general things related to everyday life: immediate needs, personal events, familiar places, hobbies, work, etc. Additionally, students will be able to complete forms and write short sentences and simple letters related to personal events or familiar information. Students will acquire the speaking skills required to communicate their immediate needs and provide general answers to many simple questions and to express simple opinions in a familiar context. Spring 2015: Japanese 3 (Japanese Language Proficiency Test Level N3) In this course, students will learn pre-advanced Japanese that consists of not only complex structures but also stylistically varied discourse. Students will also study 1,000 Chinese characters and approximately 6,000 vocabulary items. Upon completion of this course, students should be ready for continuing their study at a university or professional training. Students will be able to read quickly enough to cope with fairly long and complex texts that are found in newspaper articles and basic academic courses. They will also be able to prepare and draft professional correspondence, take reasonably accurate notes in class, or write essays that show an ability to communicate. Students will be able to follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics. |
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Reflective Narrative:
I was able to meet the requirements of this MLO through my one-year study abroad experience at Dokkyo University in Soka, Saitama. By immersing myself in Japanese culture, I was able to improve my confidence in speaking the language and intercultural knowledge. My main focus was on improving my language skills therefore the courses I enrolled in were entirely language courses.
Before going to Japan I had one big goal I wanted to accomplish and that was to improve my speaking skills. During the Fall semester, I attended Japanese 1B Monday-Thursday from 9am-2:45pm and 9am-12:15pm on Fridays. Although I had not studied Japanese this intensively in America, this immersion style of learning helped my speaking, listening and writing skills. At the end of each chapter we would write Sakubun (mini essays) about a topic that was relevant to the content we learned. In Japanese 1, one of the mini essays I wrote was about fast food. As I moved into Japanese 3, I was able to comprehend more and we were required to write more in-depth essays and present on various topics. My first presentation we introduced our hometown. I talked bout Las Vegas and the glamour and lights. I scored fair on this presentation. My professor said he wanted more in-depth information and felt I could have done better. Therefore, in an attempt to improve my presentational skills, I decided to do my second presentation on drinking games in Japan compared with America. We were allowed to use a script, but I still had challenges with some of the complex vocabulary and verbs. I have attached samples of my essays and my presentation comparing drinking in Japan and America below.
In the beginning I had very little communication skills. In an attempt to strengthen my speaking skills, I joined a tennis circle called Greenwood. This was indeed the best way for me to learn Japanese in a a environment that was less stressful where I was playing and learning with friends. My first semester at Dokkyo was very challenging due to my high goals. Originally, I wanted to become fluent in the language after being in Japan for 1 year, but I soon realized that my expectations were too lofty. I reevaluated my goals and decided to focus on specific aspects of Japanese Language proficiency. I focused on my reading and speaking. I wanted to learn how to pause appropriately and sound closer to native speakers when I spoke and read out-loud. Studying abroad was one of the most fulfilling experiences I have had and although at times it was challenging, I would never change those experiences.
I was able to meet the requirements of this MLO through my one-year study abroad experience at Dokkyo University in Soka, Saitama. By immersing myself in Japanese culture, I was able to improve my confidence in speaking the language and intercultural knowledge. My main focus was on improving my language skills therefore the courses I enrolled in were entirely language courses.
Before going to Japan I had one big goal I wanted to accomplish and that was to improve my speaking skills. During the Fall semester, I attended Japanese 1B Monday-Thursday from 9am-2:45pm and 9am-12:15pm on Fridays. Although I had not studied Japanese this intensively in America, this immersion style of learning helped my speaking, listening and writing skills. At the end of each chapter we would write Sakubun (mini essays) about a topic that was relevant to the content we learned. In Japanese 1, one of the mini essays I wrote was about fast food. As I moved into Japanese 3, I was able to comprehend more and we were required to write more in-depth essays and present on various topics. My first presentation we introduced our hometown. I talked bout Las Vegas and the glamour and lights. I scored fair on this presentation. My professor said he wanted more in-depth information and felt I could have done better. Therefore, in an attempt to improve my presentational skills, I decided to do my second presentation on drinking games in Japan compared with America. We were allowed to use a script, but I still had challenges with some of the complex vocabulary and verbs. I have attached samples of my essays and my presentation comparing drinking in Japan and America below.
In the beginning I had very little communication skills. In an attempt to strengthen my speaking skills, I joined a tennis circle called Greenwood. This was indeed the best way for me to learn Japanese in a a environment that was less stressful where I was playing and learning with friends. My first semester at Dokkyo was very challenging due to my high goals. Originally, I wanted to become fluent in the language after being in Japan for 1 year, but I soon realized that my expectations were too lofty. I reevaluated my goals and decided to focus on specific aspects of Japanese Language proficiency. I focused on my reading and speaking. I wanted to learn how to pause appropriately and sound closer to native speakers when I spoke and read out-loud. Studying abroad was one of the most fulfilling experiences I have had and although at times it was challenging, I would never change those experiences.
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