1.1 Students are able to communicate effectively in Japanese in three modes: interpersonal, interpretive and presentational; and in a culturally appropriate manner in a variety of social and professional settings and circumstances at the Intermediate-High level of language proficiency, according to the ACTFL Guidelines.
1.2 Students gain competency in the Japanese language including phonetics, phonology, morphology, syntax, semantics and discourse, and compare and analyze the structural differences between Japanese and English.
Classes:
JAPN 300 Introduction to Advanced Communication
JAPN 301 Advanced Japanese Culture, Language and Communication
JAPN 302 History of Japan
JAPN 320S Advanced Japanese Service Learning
MLO 1: Language and Communication
1.1 In order to achieve intermediate high proficiency in the four areas of the Japanese language (writing, reading, speaking and listening) as outlined by ACTFL I took classes which focused on interpersonal, interpretive and presentational modes of communication in Japanese. For the application of these skills in a variety of settings I took a class JAPN 302 (see Final Presentation: Haiku Powerpoint & Final Haiku Outline below) which gave me a more thorough understanding of Japanese history through all Japanese readings, questions about each reading and group discussions where we expressed our opinions. Twice a week my class would discuss Japanese history and society with classmates and also Japanese class assistants. At the end of each week, we post our thoughts on the readings on iLearn in a group forum format which facilitated responses and critiques from classmates and our teacher alike. Additionally we took weekly kanji quizzes which helped us to incorporate the new concepts we learned in class into our Japanese language abilities. Finally as a class we all participated in leading class discussion/readings and also a final oral presentation on a topic from class which we researched in depth outside of our textbook. In addition to this class I was also President of the CSUMB Japanese club in Spring 2016. As club president it was necessary for me to speak frequently and collaborate with visiting Japanese students. Additionally through my service learning class I worked inside a group which included two Japanese students. Together we taught Japanese at an elementary school, wrote lesson plans and wrote our own self-reflections (see 3 below) in the target language. These experiences allowed me to realize the various applications of language that I take for granted while speaking English.
1.2 To achieve competency in the structure of the Japanese language, I took JAPAN 300 that focused on widening my understanding of my grammar and communication skills in Japanese in order to begin to help me achieve intermediate-high proficiency. In this class we participated in learning new syntax and semantics to aid us in our oral proficiencies and also written. Through oral interview assessments and also powerpoint presentations, I was able to apply my understanding of intermediate Japanese to my personal opinions and reflections on course content about Japanese culture and issues.
Example: