Advanced Japanese Service Learning at King Elementary
Description
Students will have an opportunity to engage with community projects of importance and relevance, while examining issues of justice, compassion, diversity, and social responsibility. Students have the opportunity to deepen their knowledge of Japanese language and culture through their community service and develop communication skills through discussions, reflection essays, and presentations.
Students will have an opportunity to engage with community projects of importance and relevance, while examining issues of justice, compassion, diversity, and social responsibility. Students have the opportunity to deepen their knowledge of Japanese language and culture through their community service and develop communication skills through discussions, reflection essays, and presentations.
Reflective Narrative
My service learning group consisted of four members, including myself. Two Japanese female students were able to assist another Japanese major student and I in teaching the students of King Elementary in Seaside, California about Japanese culture and various traditions. The activities in our classes varied from teaching the children about traditional Japanese games, such as a variation of rock-paper-scissors known in Japan as "jyan-ken-densha" and a game similar to pin the tail on the donkey known in Japan as "fukuwarai" consisting of matching body parts to a face, to traditional Japanese holidays, such as "Otsukimi" or moon viewing festival and Japanese New Year. Each activity was essential in exposing the children to activities and language and traditions that are particular to the Japanese culture, which for the majority of the students was something that was completely new to them. One such activity they really enjoyed was learning how to write the hiragana alphabet, which to me is very significant as it reflected their eagerness to learn another culture's language.
Issues of social justice, compassion, diversity, and responsibility were presented to my group and I at every teaching session. Social justice and compassion were needed in terms of allowing each student their fair share of participation and rewards. We often brought stickers or small toys as positive reinforcement for the students in order to get them to become more excited about what they were learning. Naturally there were shy students who were easily overpowered by the more loud and boisterous students in the class. When this happened myself and my fellow teachers made sure to allow each student at least one chance to participate in the lesson. Diversity was naturally apart of the student body at King Elementary. For the Japanese students, who assisted Abi and myself in teaching, the majority of the student body being Hispanic came as a big surprise. Ayaka and Moe were able to learn about Mexican-American culture while we were teaching the students about Japanese culture; learning through them as they learned through us. The diversity of the student body created a unique experience for all involved. Responsibility came about in the form of correcting Asian stereotypes believed by our students. As Japanese majors and teachers of this program, I felt that it was naturally our responsibility to debunk stereotypical actions and beliefs these students had regarding Asian people as a whole. Towards the beginning of our services students believed that Japan was the same as China, mocking the language by shouting stereotypical "Chinese" gibberish. Luckily as our teaching sessions went on this attitude completely changed and each student developed interest in further learning about what makes Japanese culture so unique.
Teaching children about multiculturalism is something that is truly important in our world today. This class helped to expose young students to a culture completely different from their own, which in turn helps them to be more understanding about the differences between cultures and its people around the world. Through after school programs such as CPY young children are able to learn and express their opinions about different cultures in a safe environment that otherwise would not have been available to them outside of school. Through multicultural programs such as this we are hoping the younger generation will become more open and understanding to those who grew up in completely different environments. It is important to teach them that our differences is what makes the world the unique place that it is and in order to thrive with others we must understand this.
Below are examples of or papers and presentations required from this class. The a weekly site reflection, example 1, was required in order to show what we as teachers had learned from our students, how to better improve our lessons for the continuing weeks, and examples of how Japanese cultural values differed from those of our students. My final essay, example 2, and presentation, example 3, were reflections of this as well but on a much deeper level. Within my paper and presentation I discuss the cultural aspects of our students and the activities that we put together for them, as well as self and social consciousness, volunteer and social responsibility, community and social justice, and communal and cultural participation.
Issues of social justice, compassion, diversity, and responsibility were presented to my group and I at every teaching session. Social justice and compassion were needed in terms of allowing each student their fair share of participation and rewards. We often brought stickers or small toys as positive reinforcement for the students in order to get them to become more excited about what they were learning. Naturally there were shy students who were easily overpowered by the more loud and boisterous students in the class. When this happened myself and my fellow teachers made sure to allow each student at least one chance to participate in the lesson. Diversity was naturally apart of the student body at King Elementary. For the Japanese students, who assisted Abi and myself in teaching, the majority of the student body being Hispanic came as a big surprise. Ayaka and Moe were able to learn about Mexican-American culture while we were teaching the students about Japanese culture; learning through them as they learned through us. The diversity of the student body created a unique experience for all involved. Responsibility came about in the form of correcting Asian stereotypes believed by our students. As Japanese majors and teachers of this program, I felt that it was naturally our responsibility to debunk stereotypical actions and beliefs these students had regarding Asian people as a whole. Towards the beginning of our services students believed that Japan was the same as China, mocking the language by shouting stereotypical "Chinese" gibberish. Luckily as our teaching sessions went on this attitude completely changed and each student developed interest in further learning about what makes Japanese culture so unique.
Teaching children about multiculturalism is something that is truly important in our world today. This class helped to expose young students to a culture completely different from their own, which in turn helps them to be more understanding about the differences between cultures and its people around the world. Through after school programs such as CPY young children are able to learn and express their opinions about different cultures in a safe environment that otherwise would not have been available to them outside of school. Through multicultural programs such as this we are hoping the younger generation will become more open and understanding to those who grew up in completely different environments. It is important to teach them that our differences is what makes the world the unique place that it is and in order to thrive with others we must understand this.
Below are examples of or papers and presentations required from this class. The a weekly site reflection, example 1, was required in order to show what we as teachers had learned from our students, how to better improve our lessons for the continuing weeks, and examples of how Japanese cultural values differed from those of our students. My final essay, example 2, and presentation, example 3, were reflections of this as well but on a much deeper level. Within my paper and presentation I discuss the cultural aspects of our students and the activities that we put together for them, as well as self and social consciousness, volunteer and social responsibility, community and social justice, and communal and cultural participation.
(EXAMPLE 1) JAPN 320SL Site Reflection | |
File Size: | 121 kb |
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(EXAMPLE 2) JAPN 320SL Final Essay | |
File Size: | 180 kb |
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(EXAMPLE 3) JAPN 320SL Final Presentation | |
File Size: | 1092 kb |
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