Integrative Narrative
I did not plan on majoring in Japanese Language and Culture. Actually, up until the last month of college applications in high school, I was determined to apply to an art school and become an illustrator. It was not until I looked at a list of my most notable accomplishments that I realized my interest in Japan was now a dominant influence in my life. In that moment, I realized I would enjoy an education and career in Japanese studies and applied to California State University, Monterey Bay—and I've thoroughly enjoyed the major program. Although I have now become a double major in Communication Design in addition to Japanese Language and Culture, my main goal is to supplement my future career in Japanese with the skills I gain in my design courses.
My initial goal in this major was to learn enough Japanese to be able to hold simple conversations, understand basic videos, navigate through the city, etc. I’ve been fortunate enough to realize these goals during my study abroad experience (MLO 5). Although I am far from fluent, I feel that this program has given me the tools and opportunity to reach a level where I feel comfortable returning to Japan to work and further my understanding of the language.
In specific, I feel that the classes conducted entirely in Japanese have been most beneficial to my language learning. This includes Japanese History (JAPN 302, MLO 2), Structure of Japanese Language (JAPN 401, MLO 1), and the classes I took at the University of Kitakyushu: Intermediate-Advanced Japanese (J4), Advanced Japanese (J11), Advanced Reading, and Japanese Culture. These classes were most helpful because they no longer focused on basic grammar and conjugations, which made me feel as if there were more opportunities to actually experience using the language in an educational setting; like we were actually learning the language, not just learning about the language.
Looking back at the various evidences from each course, I am most proud of all the presentations. As a very visual person, I feel that presentations are a tangible depiction of my development throughout the program, obviously culminating in the Capstone Project presentation (MLO 4). I feel that presentations are also more content-driven compared to other forms of assessment in that you get a better “feel” for the presenter and their perspective from a presentation rather than a exam. I’m also proud of my presentations because they combine Japanese and Communication Design, which is my ultimate goal as a double major.
My current career objective is to become an English teacher in Japan as a part of the Japanese Exchange Teaching (JET) Program. As such, I am interested in opportunities to explore different teaching styles and situations. I’ve been fortunate enough to have been a Japanese tutor in the Cooperative Learning Center (previously Academic Student Achievement Program) for nearly two years and have experience various English tutoring opportunities while studying abroad. Through the Japanese Service Learning course (JAPN 320S), I’ve also had the opportunity to create and lead short Japanese culture lessons for kids. Next semester I will also have the opportunity to be an in-class student assistant for Japanese exchange students at CSUMB. All of these experiences are informing my understanding of teaching and learning, which is an essential understanding if I want to participate in the JET Program.
My initial goal in this major was to learn enough Japanese to be able to hold simple conversations, understand basic videos, navigate through the city, etc. I’ve been fortunate enough to realize these goals during my study abroad experience (MLO 5). Although I am far from fluent, I feel that this program has given me the tools and opportunity to reach a level where I feel comfortable returning to Japan to work and further my understanding of the language.
In specific, I feel that the classes conducted entirely in Japanese have been most beneficial to my language learning. This includes Japanese History (JAPN 302, MLO 2), Structure of Japanese Language (JAPN 401, MLO 1), and the classes I took at the University of Kitakyushu: Intermediate-Advanced Japanese (J4), Advanced Japanese (J11), Advanced Reading, and Japanese Culture. These classes were most helpful because they no longer focused on basic grammar and conjugations, which made me feel as if there were more opportunities to actually experience using the language in an educational setting; like we were actually learning the language, not just learning about the language.
Looking back at the various evidences from each course, I am most proud of all the presentations. As a very visual person, I feel that presentations are a tangible depiction of my development throughout the program, obviously culminating in the Capstone Project presentation (MLO 4). I feel that presentations are also more content-driven compared to other forms of assessment in that you get a better “feel” for the presenter and their perspective from a presentation rather than a exam. I’m also proud of my presentations because they combine Japanese and Communication Design, which is my ultimate goal as a double major.
My current career objective is to become an English teacher in Japan as a part of the Japanese Exchange Teaching (JET) Program. As such, I am interested in opportunities to explore different teaching styles and situations. I’ve been fortunate enough to have been a Japanese tutor in the Cooperative Learning Center (previously Academic Student Achievement Program) for nearly two years and have experience various English tutoring opportunities while studying abroad. Through the Japanese Service Learning course (JAPN 320S), I’ve also had the opportunity to create and lead short Japanese culture lessons for kids. Next semester I will also have the opportunity to be an in-class student assistant for Japanese exchange students at CSUMB. All of these experiences are informing my understanding of teaching and learning, which is an essential understanding if I want to participate in the JET Program.