Statement of Purpose
In my junior year of college, I studied abroad in Japan for one year and had the opportunity to volunteer for the Tokyo Convention & Visitors Bureau (TCVB). While volunteering, I was a conversation partner for junior and high school students. It was here that I learned the term Omotenashi. When translated to English it means hospitality; however, I believe there is a more in-depth meaning. While in Japan, the way I was treated was far beyond my expectations. The genuine friendships I made with many Japanese people, the strangers I met when I became lost at the train station who guided me to my destination all are examples of Omotenashi. This is why I wish to work in Japan over other countries.
While studying abroad at Dokkyo University, I noticed many of my Japanese friends had high vocabulary knowledge, but their speaking skills were not as strong. Therefore, in an effort to assist them, every Thursday after class, I would meet with them in the International Communication Zone. The main goal was to encourage students to speak in English as much as possible. Each week, a different student would present on a topic of their choice to the six group members. Some students would choose their favorite American band or favorite American movie to talk about. As the student was discussing their topic, I would write key vocabulary words on the white board and explain the meaning once the presentation ended. Over time, their confidence increased and each of them was able to lead discussions. I believe by providing an engaging comfortable environment, I was able to connect with these students and help them improve on their English speaking skills.
After my study abroad, I returned to California State University Monterey Bay, where I enrolled in Advanced Japanese service learning. This class focuses on the four aspects of service: diversity, justice, compassion, and social responsibility. Through critical reflection exercises, group discussion and oral presentation, I deepened my understanding of the social responsibility of teaching professionals. In addition to in-class activities, I taught Japanese language and culture to elementary students. In one of my lessons, I taught colors. First, I wrote the basic colors in Japanese on the white board and had the students repeat after me. After the students were comfortable with pronunciation, I asked them what each color was in their native language. Since my students are from Spanish speaking families, many of them were excited to teach me vocabulary words in Spanish. This allowed for intercultural exchange. Through this class, I have developed a passion for teaching children. I have also developed necessary skills such as patience, adaptability, and openness to other cultures.
With these skills and my dynamic personality, I hope to be an asset to the Japan Exchange and Teaching Program. I would like to foster an engaging environment where we learn from each other. This is what JET is about, the international connection that is made between the students and the teachers. This belief in internationalization is what attracted me to JET and why I want to be an Assistant Language Teacher.
With globalization being important to our economy, it is important that our youth in America have a better understanding of foreign cultures and languages. With this in mind, after teaching with JET, I plan on managing study abroad and youth exchange programs. In order to achieve this, I will earn my Master's Degree at Middlebury Institute of International Studies at Monterey. Participating in the Japan Exchange Teaching Program will help me gain valuable experience, which will aid me in connecting to students interested in studying abroad to Japan.
In my junior year of college, I studied abroad in Japan for one year and had the opportunity to volunteer for the Tokyo Convention & Visitors Bureau (TCVB). While volunteering, I was a conversation partner for junior and high school students. It was here that I learned the term Omotenashi. When translated to English it means hospitality; however, I believe there is a more in-depth meaning. While in Japan, the way I was treated was far beyond my expectations. The genuine friendships I made with many Japanese people, the strangers I met when I became lost at the train station who guided me to my destination all are examples of Omotenashi. This is why I wish to work in Japan over other countries.
While studying abroad at Dokkyo University, I noticed many of my Japanese friends had high vocabulary knowledge, but their speaking skills were not as strong. Therefore, in an effort to assist them, every Thursday after class, I would meet with them in the International Communication Zone. The main goal was to encourage students to speak in English as much as possible. Each week, a different student would present on a topic of their choice to the six group members. Some students would choose their favorite American band or favorite American movie to talk about. As the student was discussing their topic, I would write key vocabulary words on the white board and explain the meaning once the presentation ended. Over time, their confidence increased and each of them was able to lead discussions. I believe by providing an engaging comfortable environment, I was able to connect with these students and help them improve on their English speaking skills.
After my study abroad, I returned to California State University Monterey Bay, where I enrolled in Advanced Japanese service learning. This class focuses on the four aspects of service: diversity, justice, compassion, and social responsibility. Through critical reflection exercises, group discussion and oral presentation, I deepened my understanding of the social responsibility of teaching professionals. In addition to in-class activities, I taught Japanese language and culture to elementary students. In one of my lessons, I taught colors. First, I wrote the basic colors in Japanese on the white board and had the students repeat after me. After the students were comfortable with pronunciation, I asked them what each color was in their native language. Since my students are from Spanish speaking families, many of them were excited to teach me vocabulary words in Spanish. This allowed for intercultural exchange. Through this class, I have developed a passion for teaching children. I have also developed necessary skills such as patience, adaptability, and openness to other cultures.
With these skills and my dynamic personality, I hope to be an asset to the Japan Exchange and Teaching Program. I would like to foster an engaging environment where we learn from each other. This is what JET is about, the international connection that is made between the students and the teachers. This belief in internationalization is what attracted me to JET and why I want to be an Assistant Language Teacher.
With globalization being important to our economy, it is important that our youth in America have a better understanding of foreign cultures and languages. With this in mind, after teaching with JET, I plan on managing study abroad and youth exchange programs. In order to achieve this, I will earn my Master's Degree at Middlebury Institute of International Studies at Monterey. Participating in the Japan Exchange Teaching Program will help me gain valuable experience, which will aid me in connecting to students interested in studying abroad to Japan.