Integrative narrative
Reflecting on the Service Learning and all MLO classes, and the Capstone experience, integrate all the reflective narratives into the Overall Integrative Narrative. It should be about 500-1000 words
- Why did you choose to be a Japanese Language and Culture major?
- What have you learned from this major? What was your initial goal and how has that evolved?
- What areas are you most proud of through your learning in this program?
- Describe what areas you want to develop in the future.
As a high schooler, I began to find myself with a growing passion for teaching a language, as I loved to study languages in my free time. However, my high school in particular offered Japanese, to which I ended up taking a full four years of. I found in the language classes a new drive for teaching, as I was completely inspired by the tactics my Japanese teachers used and the sense of newfound knowledge that began to expand my horizons. From here, I decided to invest in that interest in Japanese and become a Japanese Language and Culture major at CSUMB.
As a JLC major, I have learned not just the language and how to conversate and form sentences, but I have also learned cultural mannerisms, how to become a global citizen, and how to utilize my platform as a multilingual speaker to become an advocate for myself and other underrepresented communities. Without becoming a JLC major, I would have never had opportunities to interact with my community on a wide scale such as becoming the Vice President and Social Media Manager for the CSUMB Japan Club, a multilingual speaker to welcome the audience at President Vanya Quinones' Investiture, and a peer tutor at the Cooperative Learning Center (CLC).
With learning the Japanese language and having some background, I could see with fresh eyes a new experience of learning a language. Especially in JAPN401 (Structure of Japanese Language) and JAPN304 (Introduction to Translation and Interpretation) I found myself actually able to understand why Japanese grammar and sentential structure is formed the way it is in comparison to English, and could begin to explain differences in dialects, the important of pitch-accent, and how keigo honorifics worked. I also learned new ways to practice the language and improve fluency with new methods such as shadowing, quick response, and active listening, further strengthening what I wished to accomplish for MLO1: Language and Communication. Language really ties in with culture in regards to Japanese, as many speech efforts come with designated bows or other mannerisms such as gift-giving and taking off shoes. Respect is huge in Japan, and learning about how to properly introduce yourself in a business setting (JAPN312) and the differences between the four levels of bowing were really eye-opening, as culturally, most Americans do not bow to show respect/seniority or have too much of a "honorific" system. I also learned so much about social issues in Japan including struggles with the environment, mental health, and food waste which I ended up looking more in-depth at with my capstone project which really helps me take a closer look at MLO2.
Through MLO3, I also learned about other cultures besides Japan in JAPN407: Japan in a Globalized Community and HCOM322: Asian American Literature. I learned about how Japan interacts with nearby countries such as China and South Korea, and also how these countries have influenced the rest of the world. Surprisingly, in accordance with the lessons I was taught I also learned about plenty of new technology (MLO4: Research and Technology) that I use frequently such as the Rikai-kun extension, Kakijun, Chuuta, and more. In Pre-Capstone and the Capstone WLC400 course, I learned many new research techniques from librarian Sarah Dahlen including how to organize sources, utilize the library effectively, and create accurate portrayals of research information.
My initial goal as a JLC major was to increase my fluency and learn about Japan through courses and study abroad (MLO5: Cultural Internalization and Language Immersion). As I did not get the chance to participate in study abroad due to the Covid-19 pandemic, my goals over time changed to reaching a noticeable change in fluency, which I believe I have achieved looking at past video projects, as well learn about Japan through interacting with my community by talking to study abroad students, hosting Japanese Conversation Hour at the CLC, and being open to taking even more opportunities to showcase my language and cultural awareness. In tandem with my goals, I have applied for and been interviewed by the Japan Exchange and Teaching (JET) Program and have hopes to teach English to Japanese speaking students at the high school level. From there, I would love to return to my community and become a Japanese language or English as a second language teacher.
In order to achieve these goals, I would like to expand my vocabulary and especially learn how to speak casually, as most of what I know in Japanese is formal or honorific speech. I would also like to develop my skills in grammar, as that is still something I feel stuck with. I have learned many sentence structures and grammar points, but I still feel like my sentence structure range is quite simple most of the time, especially with oral speaking. Finally, with that, I really feel the need to utilize my Japanese in more situations, which is hard in the U.S., but can be improved heavily upon my entry to the JET program.
As a JLC major, I have learned not just the language and how to conversate and form sentences, but I have also learned cultural mannerisms, how to become a global citizen, and how to utilize my platform as a multilingual speaker to become an advocate for myself and other underrepresented communities. Without becoming a JLC major, I would have never had opportunities to interact with my community on a wide scale such as becoming the Vice President and Social Media Manager for the CSUMB Japan Club, a multilingual speaker to welcome the audience at President Vanya Quinones' Investiture, and a peer tutor at the Cooperative Learning Center (CLC).
With learning the Japanese language and having some background, I could see with fresh eyes a new experience of learning a language. Especially in JAPN401 (Structure of Japanese Language) and JAPN304 (Introduction to Translation and Interpretation) I found myself actually able to understand why Japanese grammar and sentential structure is formed the way it is in comparison to English, and could begin to explain differences in dialects, the important of pitch-accent, and how keigo honorifics worked. I also learned new ways to practice the language and improve fluency with new methods such as shadowing, quick response, and active listening, further strengthening what I wished to accomplish for MLO1: Language and Communication. Language really ties in with culture in regards to Japanese, as many speech efforts come with designated bows or other mannerisms such as gift-giving and taking off shoes. Respect is huge in Japan, and learning about how to properly introduce yourself in a business setting (JAPN312) and the differences between the four levels of bowing were really eye-opening, as culturally, most Americans do not bow to show respect/seniority or have too much of a "honorific" system. I also learned so much about social issues in Japan including struggles with the environment, mental health, and food waste which I ended up looking more in-depth at with my capstone project which really helps me take a closer look at MLO2.
Through MLO3, I also learned about other cultures besides Japan in JAPN407: Japan in a Globalized Community and HCOM322: Asian American Literature. I learned about how Japan interacts with nearby countries such as China and South Korea, and also how these countries have influenced the rest of the world. Surprisingly, in accordance with the lessons I was taught I also learned about plenty of new technology (MLO4: Research and Technology) that I use frequently such as the Rikai-kun extension, Kakijun, Chuuta, and more. In Pre-Capstone and the Capstone WLC400 course, I learned many new research techniques from librarian Sarah Dahlen including how to organize sources, utilize the library effectively, and create accurate portrayals of research information.
My initial goal as a JLC major was to increase my fluency and learn about Japan through courses and study abroad (MLO5: Cultural Internalization and Language Immersion). As I did not get the chance to participate in study abroad due to the Covid-19 pandemic, my goals over time changed to reaching a noticeable change in fluency, which I believe I have achieved looking at past video projects, as well learn about Japan through interacting with my community by talking to study abroad students, hosting Japanese Conversation Hour at the CLC, and being open to taking even more opportunities to showcase my language and cultural awareness. In tandem with my goals, I have applied for and been interviewed by the Japan Exchange and Teaching (JET) Program and have hopes to teach English to Japanese speaking students at the high school level. From there, I would love to return to my community and become a Japanese language or English as a second language teacher.
In order to achieve these goals, I would like to expand my vocabulary and especially learn how to speak casually, as most of what I know in Japanese is formal or honorific speech. I would also like to develop my skills in grammar, as that is still something I feel stuck with. I have learned many sentence structures and grammar points, but I still feel like my sentence structure range is quite simple most of the time, especially with oral speaking. Finally, with that, I really feel the need to utilize my Japanese in more situations, which is hard in the U.S., but can be improved heavily upon my entry to the JET program.