JAPAN 320S: Advanced Japanese Service Learning
Course Description
Students learn Japanese Culture and language through the viewpoints of soicial justice and responsibility in their community service learning. Students also create essays, lesson plans, presentations and disscussions all in Japanese.
No MLO: University Wide Required Course
Service Learning Outcomes (SLO) 1-4:
1. Self and Social Awareness
2. Service and Social Responsibility
3. Community & Social Justice
4. Multicultural Community Building/Civic Engagement
Reflective Narrative:
This course had fullfil the learning outcomes of service learning that entails self and social awareness, service and social responsibility, community and social justice, and multicultural community building and civic engagement.
In this course our class was out into groups of four to five people where we were sent to different community service learning sites that consisted of elementary schools and high schools where we would all go to teach the younger students Japanese language and culture by creating a lesson plan within our group of what activites we planned on teaching students.
This course also had us do presentations all in Japanese where we had to speak only in Japanese along with all of our class disscusions having to be all in Japanese which helps us improved my ability to speak in Japanese. Most of our class discussions were based on our reading reflections that was related to one of the four service learning outcomes. For example, in one of the readings it talked about students in elementary school who end up getting bullied in school from being a minority student in their class just for being different with having disabilities and this readind talked about some of the ways we can help students as teachers from being marginalized in the classroom which reltates to the social justice learning outcome.
When it comes to the service learning outcomes of self and social awareness I learned something about myself of me holding certain stereotypes about spanish speaking students. I held the stereotype that spanish speaking students were not able to speak or understand english well since they were hispanic and learned that it is not true. I also had the social awareness that there are many students who were in poverty at the king school where the school across from it had students who were more wealtheir and so I learned that there was a segregation between the rich and poorer students that existed.
After taking this service learning course it helped enhance my language learning skills by being able to think in Japanese instead of thinking in english first then translating my english thoughts into Japanese which takes me longer to speak out in Japanese and process the language in my mind so by learning how to think in Japanese first I am able to process and speak the language at a quicker pace.
Students learn Japanese Culture and language through the viewpoints of soicial justice and responsibility in their community service learning. Students also create essays, lesson plans, presentations and disscussions all in Japanese.
No MLO: University Wide Required Course
Service Learning Outcomes (SLO) 1-4:
1. Self and Social Awareness
2. Service and Social Responsibility
3. Community & Social Justice
4. Multicultural Community Building/Civic Engagement
Reflective Narrative:
This course had fullfil the learning outcomes of service learning that entails self and social awareness, service and social responsibility, community and social justice, and multicultural community building and civic engagement.
In this course our class was out into groups of four to five people where we were sent to different community service learning sites that consisted of elementary schools and high schools where we would all go to teach the younger students Japanese language and culture by creating a lesson plan within our group of what activites we planned on teaching students.
This course also had us do presentations all in Japanese where we had to speak only in Japanese along with all of our class disscusions having to be all in Japanese which helps us improved my ability to speak in Japanese. Most of our class discussions were based on our reading reflections that was related to one of the four service learning outcomes. For example, in one of the readings it talked about students in elementary school who end up getting bullied in school from being a minority student in their class just for being different with having disabilities and this readind talked about some of the ways we can help students as teachers from being marginalized in the classroom which reltates to the social justice learning outcome.
When it comes to the service learning outcomes of self and social awareness I learned something about myself of me holding certain stereotypes about spanish speaking students. I held the stereotype that spanish speaking students were not able to speak or understand english well since they were hispanic and learned that it is not true. I also had the social awareness that there are many students who were in poverty at the king school where the school across from it had students who were more wealtheir and so I learned that there was a segregation between the rich and poorer students that existed.
After taking this service learning course it helped enhance my language learning skills by being able to think in Japanese instead of thinking in english first then translating my english thoughts into Japanese which takes me longer to speak out in Japanese and process the language in my mind so by learning how to think in Japanese first I am able to process and speak the language at a quicker pace.