JAPN 320S: Advanced Japanese Service Learning
Course Description:
This course is for students who have completed two or more years of Japanese or have reached an intermediate level of proficiency, and want to continue to build a higher level of proficiency. This course counts toward fulfilling CSUMB’s Japanese Major Learning Outcomes (MLO 1) and it also fulfills CSUMB’s upper division service learning requirement. Students will have the opportunity to engage with community projects of import 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.
Course Narrative:
The JAPN 320s service learning course requires students to enter into the community and complete 30 hours of community service. This course has led me to work with a local organization, Community Partnership for Youths. Small groups were sent out to schools to teach Japanese language and culture. My group of four students went to Monterey's Walter Colton Middle School's after school program in order to teach students. This course has not only led me to be more engaged within the community but has also encouraged me to use my Japanese language skills. Through writing site reflections and lesson plans in Japanese I believe I have improved upon my language skills.
For this course there are four service learning outcomes that each student needs to meet.The first service learning outcome is self and social awareness. This outcome was created so that students reflect on their own social standing, privilege, and stereotypes. As a class we have reflected on stereotypes and the implications behind them. We have faced our own stereotypes of the students, for example, believing that they would not be interested in our lessons or would be too loud and unmanageable. I have come to learn that these stereotypes were untrue. The students were very interested in the culture and already knew a lot about it even before the lessons began.
The second course outcome is service and social responsibility. This outcome was created so that students can reflect on their service and how it contribute to societal well-being. We do this by teaching the students about other cultures and languages. Doing this instills an open mind and global competence within the students and helps society as a whole. As a class we have had many discussions on global competency and its importance to society. This concept all begins with learning about another culture, which we have taught with many lessons. For example, one lesson that my group taught was about the Momotaro legend. The purpose of this lesson was to teach the students common themes of the folktale and how it has similarities with other stories around the world.
The third course outcome is community and social justice. The goal is for students to start thinking from the perspective that their actions affect the community. I have learned through the community scan at the beginning of our course that the students at my service site come from lower income and latino families and the area has a gang presence. We assist with CPY's goal of keeping the students out of that life through after school activities.
The fourth course outcome is multicultural community building and civic engagement. This outcome was created for students to learn how to work with groups and organizations. Service learning has required me to work alongside four other classmates to create specific and thorough lesson plans, as well as coordinate meeting times outside of the classroom. I have also had to work with another organization, CPY, with my site coordinator. These experiences have led me to learn how to best facilitate others in a group as well as how well I perform within a group dynamic.
For this course there are four service learning outcomes that each student needs to meet.The first service learning outcome is self and social awareness. This outcome was created so that students reflect on their own social standing, privilege, and stereotypes. As a class we have reflected on stereotypes and the implications behind them. We have faced our own stereotypes of the students, for example, believing that they would not be interested in our lessons or would be too loud and unmanageable. I have come to learn that these stereotypes were untrue. The students were very interested in the culture and already knew a lot about it even before the lessons began.
The second course outcome is service and social responsibility. This outcome was created so that students can reflect on their service and how it contribute to societal well-being. We do this by teaching the students about other cultures and languages. Doing this instills an open mind and global competence within the students and helps society as a whole. As a class we have had many discussions on global competency and its importance to society. This concept all begins with learning about another culture, which we have taught with many lessons. For example, one lesson that my group taught was about the Momotaro legend. The purpose of this lesson was to teach the students common themes of the folktale and how it has similarities with other stories around the world.
The third course outcome is community and social justice. The goal is for students to start thinking from the perspective that their actions affect the community. I have learned through the community scan at the beginning of our course that the students at my service site come from lower income and latino families and the area has a gang presence. We assist with CPY's goal of keeping the students out of that life through after school activities.
The fourth course outcome is multicultural community building and civic engagement. This outcome was created for students to learn how to work with groups and organizations. Service learning has required me to work alongside four other classmates to create specific and thorough lesson plans, as well as coordinate meeting times outside of the classroom. I have also had to work with another organization, CPY, with my site coordinator. These experiences have led me to learn how to best facilitate others in a group as well as how well I perform within a group dynamic.
Course Work:
JAPN320s_LessonPlan#8.pdf |
WalterColtonMiddleSchool_CommunityScan.pdf |