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.
Classes:
JAPN 420 Maximizing Study Abroad
Intro to Folklore
Women In Japan
Comparative Culture: USA & Japan
Japanese Women's Literature
Intermediate Japanese
MLO 5: Cultural Internalization and Language Immersion
5.1 In JAPN 420 I was able to understand the process of going on study abroad specifically to Japan. We reviewed culture points required for daily life, the process of traveling and staying in a foreign country and also projects we would complete while away in Japan. Later I applied those skills and acquired new skills in my studies at JF Oberlin. There at the university I joined a tutoring program where I could interact with Global Communication students, it is called Brown Bag Cafe. I prepared mini-lectures and fun conversation points to stimulate students into practicing their English with me. I also checked their classwork and allowed time to practice their English presentations. Though I spent a lot of time getting to know the various shops in my city and their workers, this connecting I had with the GC students was forged from a mutual love of foreign language and curiosity about the world. Additionally at Oberlin I was able to take classes which brought me more understanding of social issues and some traditional arts as well. In my Women in Japan class we visited an official government office meant for Gender Equality. I was able to ask the woman who is the head of that branch in Machida many questions, some answers I would have never found if not for me speaking to an actual Japanese woman. This class led me to begin considering topics for my future capstone, inspiration being found from many different sources coming together. You can find examples of my study abroad work below and here.
LESCANT (language, environment, social-organization, context, authority, non-verbal and time), serves as a way for us to think critically about the Japanese Culture during our trip. I explored each topic header in each of my photographs that I sent to flickr. This project was assigned to me before my departure in my JAPN 420 class. It was mean to help me think critically about my environment and address many of the cultural topics that I learned about before my trip to Japan. Allowing myself this opportunity to connect what I was seeing first hand with what I had studied previously helped to solidify my grasp on my understanding of the Japanese language and culture.
Example Work:
Classes:
JAPN 420 Maximizing Study Abroad
Intro to Folklore
Women In Japan
Comparative Culture: USA & Japan
Japanese Women's Literature
Intermediate Japanese
MLO 5: Cultural Internalization and Language Immersion
5.1 In JAPN 420 I was able to understand the process of going on study abroad specifically to Japan. We reviewed culture points required for daily life, the process of traveling and staying in a foreign country and also projects we would complete while away in Japan. Later I applied those skills and acquired new skills in my studies at JF Oberlin. There at the university I joined a tutoring program where I could interact with Global Communication students, it is called Brown Bag Cafe. I prepared mini-lectures and fun conversation points to stimulate students into practicing their English with me. I also checked their classwork and allowed time to practice their English presentations. Though I spent a lot of time getting to know the various shops in my city and their workers, this connecting I had with the GC students was forged from a mutual love of foreign language and curiosity about the world. Additionally at Oberlin I was able to take classes which brought me more understanding of social issues and some traditional arts as well. In my Women in Japan class we visited an official government office meant for Gender Equality. I was able to ask the woman who is the head of that branch in Machida many questions, some answers I would have never found if not for me speaking to an actual Japanese woman. This class led me to begin considering topics for my future capstone, inspiration being found from many different sources coming together. You can find examples of my study abroad work below and here.
LESCANT (language, environment, social-organization, context, authority, non-verbal and time), serves as a way for us to think critically about the Japanese Culture during our trip. I explored each topic header in each of my photographs that I sent to flickr. This project was assigned to me before my departure in my JAPN 420 class. It was mean to help me think critically about my environment and address many of the cultural topics that I learned about before my trip to Japan. Allowing myself this opportunity to connect what I was seeing first hand with what I had studied previously helped to solidify my grasp on my understanding of the Japanese language and culture.
Example Work: