投稿者「KCJS27」のアーカイブ

Ruiqi Wang: Niconico Totato (volunteering for hospitalized children)

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Before I came to this program, I am not that in volunteer activities because I think personal class can learn more about Japanese culture. However, I knew I was wrong when I actually started volunteering at the first time in KCJS program as an English assistant for a junior high school English activity. I haven’t decided to do volunteer for my CIP at that time. Then, considering the fact that I live very far from school and really need to do something have flexible time schedule, I chose Niconico tomato for my CIP, which is basically a volunteer association for children in hospital. When I started to do this weekly, I knew I finally find something that fit my schedule and very meaningful.

The basic job for Niconico tomato is to help children in hospital to have lives as normal as usual healthy children. Besides the treatments they have to take during the most time of their time, Noconico tomato offers them a chance to have a library and play room, even school. Elder children can read books freely and even have classes in hospital and for younger children, they can get a chance to learn some little hand crafts every week with professional teachers. My work is to do some regular work like pasting labels on a monthly magazine of Niconico tomato and doing decorations for children’s profile album. Speaking of this album, I really learn a lot from it. The profile album is different for each child recording their life before hospital, in hospital and after hospital. When I read the album, I am impressed by the vitality shown from the pictures of their smile. Even though they are in hospital and some of them have serious disease, it can’t take away the right of a child to learn, to play, to laugh. Looking at their smiles, I feel I am doing something for them and it is really meaningful for me.

There are also something happened in-between volunteers. I learned that you have to be very humble to someone who are elder than you or working longer than you and use careful language to them, but this doesn’t mean that there is a distance between. They were all very kind to me and helped me a lot, not only in my working but also in my Japanese. Because the speed of their conversations in usual speed, I have to listen really carefully to understand them. This is an absolutely good chance to practice listening and speaking. I really appreciate this experience as a volunteer in hospital for children.

Isabel McPherson : Shamisen Lessons

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As a music education major, I knew as soon as I heard about the community Involvement Project that I wanted to learn a traditional Japanese instrument. The quarter before I came to Japan, I took a class on Asian pop music and was introduced to a duo called the Yoshida Kyoudai, brothers from Northern Japan who play a three-stringed banjo-like instrument called the shamisen. I became entranced with their music and decided I would try and learn the shamisen as well.
Having learned many other instruments before, I expected it to be pretty easy, but it came with its own challenges. Finding the individual pitches was not very hard, but I found the bachi (pick) extremely difficult to use. I worried so much about it that my wrist would get tense and keep me from being able to play properly. My teacher, a very motherly older woman, would tell me to relax, repeatedly. It was something I had heard from teachers before, but it had a different meaning with her. While other teachers had told me to relax so I could play correctly, she would tell me to relax because to her, the emotion behind a piece was so much more important than whether or not each individual note was correct, so it wasn’t worth it to stress over playing perfectly.
In her I also noticed an interesting change of personality during and after lessons that I hope to emulate one day with my students. During my lessons, she would rarely praise me (unless I was extra worried that day and she felt the need to reassure me that I was doing fine) and was very business-like, only saying what she had to to get her point across. However, after my lessons, she would chat away without hesitation, discussing everything from music to the intimate details of her life as if we were old friends. At times she surprised me with how much she felt comfortable sharing not only about herself, but also about her other students. I think Japan and especially Japanese teachers can come off as having a very serious, businesslike approach to things, but as I’ve learned, that doesn’t necessarily mean that people are unfriendly or don’t want to have a close relationship with you. The philosophy is that during the lesson, the teacher’s job is to teach, not to be friends. However, afterwards, the teacher wants to encourage a positive attitude towards learning and having future lessons, and so will talk as if you’re friends.

Yun Zhang: Doshisha Anime Circle

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As a big fan of Japanese pop culture, I attended an anime and voice actor fan club in Doshisha University.

First of all, I would like to simply introduce how the regular activity works. Most of the Japanese school clubs have their own club rooms called「部室」, where club members usually meet everyday after class. As for the anime club, you are free to come and leave whenever you like. People read manga, play games, and talk with one another about new anime episodes during the club time.

The existence of 「部室」makes relationship between club members in Japan very different from that of America. I was also a member of anime club in Boston University before I came to Japan, which was a much larger club consisting of more than 100 members. We met in a normal classroom every Friday to watch several anime episodes and did not have much time to talk. Therefore, when I first went to the anime club in Doshisha, I was very surprised to find out that people actually sleep in futons and have meals in the club room. It feels like the club is another home for them. And the relationship between club members is different from schoolmates or friends, but closer to family who live together based on the same interest. For example, when someone buys a new game, he/she will bring it to the club and share with everyone else. After playing the game together, people will sit and chat about whether they like it or not. I really enjoy the relaxing and delightful atmosphere.

Here is an advice for people who might be interested: If you want to experience Japanese unique school life in a rather easy and enjoyable way, it would be a nice choice for you to attend a club like anime club. However, if you wish to really do something meaningful, there are many other better choices for you such as voluntary works.

Emily Robinson: Volunteering at an Elementary School

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My first instinct, after learning about the CIP project, was to join a club or other group activity. After exploring my options further, however, I ended up going back to my childhood for reference. The Community Involvement Project I ended up becoming involved in was volunteering at an elementary school in the Shugakuin neighborhood of Kyoto. This particular school ends up being host to an unusually large population of international students, despite being an otherwise average local elementary. Because of the significant amount of students who end up attending with little to no background in Japanese, however, they end up providing special resources, including an “International Class”. This project was incredibly personal to me, since as a child I had not only lived in Kyoto for a period of time, but also attended this elementary school as a foreign student who spoke no Japanese. Remembering what it was like being in this situation where I could neither understand nor communicate, I wanted to go back under new circumstances, and hopefully help where I could. The specifications of my volunteering turned out to be more one on one than I had imagined, with me going to individual student’s classrooms and doing any translation that was needed. Although sometimes, when things were slow, it felt more like providing moral support than language. I was there for two class periods every Wednesday afternoon, and it soon became a very regular part of my routine.

To be honest, going into it, I was not expecting to learn very much that I had not already been exposed to. The classroom environment was not new, and given my somewhat limited interaction with teachers, branching out in that direction was difficult. What I had not anticipated, however, was being able to view the curriculum through a new, language proficient perspective. I was particularly struck by the emphasis on expressing oneself publicly in Japan, that was never highlighted through my education in the States. Even from a very young age, the format of public speaking, and the frequency with which students are required to stand and speak in front of the class is significant. Even things such as answering or asking questions during class require that students stand up to speak. The intonation patterns too, are ones that I recognized from speeches given by adults, and the way these skills must have become ingrained can be clearly seen taking root in the classroom. In terms of my own language practice, despite the many years I have spent studying, it was humbling to enter a classroom and see the gaps in my own proficiency. While it was not the setting for studying myself, it served as a good reminder that there are always ways to improve my language, even going back over the basics.

It is more difficult to become a member of a group in which you do not have a place. I found this reality reflected not only in my own position as an American volunteer for foreign students in a Japanese school, but also in that of the international students themselves. The less Japanese a student understands, the more difficult it is for the teacher to communicate the requirements of the class, and unsurprisingly, the less it happens. In turn, the less the student expects to be involved in the classroom and the less they make an effort to conform. It becomes a cycle difficult to break, and while I had been a part of it myself, never before had I been conscious of the effects. While volunteering at the elementary school provided no great revelations on how to fix this, I do like to think that it was two hours a week when a student who might otherwise not be able to talk all day could communicate, and for once not feel like the only odd one out in the classroom.

The activity I chose for my CIP was not group based. It did not help me make friends, or improve my language skills. But it was something not only that I was interested in, but that was very personal to me and my own experiences. For those first looking into options for the CIP, I think a first instinct is usually to seek out an activity that will allow a lot of social interaction, or deep involvement with an established group. These are both important things, but I would also encourage students to search out something they are passionate about, or that they have a personal connection with. Without the investment needed to make it a part of your regular routine, regardless of the superficial value of your chosen project, the effects are null if you’re not there and interested. Ultimately, each CIP can be what you make of it, so choose something you want to make something out of for yourself.

Aiden Thomas: Assistant English Teacher at Kamigyo Middle School

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I joined another KCJS student as an English assistant at Kamigyo middle school. The CIP met once a week every Tuesday, the starting time changing depending on when we were needed. Each session usually lasted about 1-1.5 hours, varying, again, on when we were needed.

Every week, the students worked on reading out loud a specified passage that they’d been working on. In the later sessions, after the contest was over, I helped students with a mock exam. The students had a set amount of time to read a passage, where they then had to answer a few questions not only about the passage, but two personal questions about their thoughts based on some aspect of the readings. I was then required to write down feedback for the students, and suggest areas they should work on, as well as ways to improve on those sections.

When working with the students on the speech contest, it was really interesting to see how each student responded and interacted with me. Most of them were shy at the beginning, but I had one student who was very enthusiastic. I had a lot of difficulty trying to get to know them better. The main hindrance was that I was on a very strict time schedule. I had about fifteen minutes with each student, and if I went overtime, the English teacher would come in and have the next student come in. This made it exceptionably difficult to ask personal questions, because I had to focus on their speech contest first and foremost. What further compounded this problem was that the students had difficulty answering my simple English questions. I would ask them about how their weekend went, or what they like to do as a hobby, and for the most part I got blank stares. I tried some advice I got from other students and from my Sensei, to stick to just present tense and to make the sentences as simple as possible. This worked better, and I got at least a basic response, if not overly-shy and hesitant. It was really interesting, though, to see what problems were common throughout the students’ English. Most of the big problems were pronunciation, but they were able to read everything they were assigned. As for if they understood everything, I do not know. Each student’s level of comprehension differed slightly, and some seemed to understand more than others.

When I had the opportunity to do the mock exam with the students, it was even harder to get to know them. Because it was a mock exam, I had absolutely no time to do anything personal, and from greeting the student to writing up a quick report, it was also extremely formal and timed. Everyone was able to read the initial passage just fine, and had little difficulty answering an almost word-for-word question from the passage. However, when it came to the next sections, all students except one had major difficulties. The situation required the students to look at a picture and describe to me what each individual was doing. Many of them did not understand the question I asked them, and needed me to repeat it multiple times for them to understand. After the first two repetitions, I changed the wording of the question to make it as simple as possible, and in one case, I had to point to the pictures to help the student understand. The last section had me ask two ‘personal’ questions about the student’s thoughts, the subject for which originated from the passage they had read. All of the students were able to answer these questions, albeit some more explicitly than others. At the end of this task, I had to complete a short evaluation form and provide feedback and comments. This was extremely difficult for me, because at that point time was almost up, and I was only able to provide the most minimum of details.

During the mock exam, a major concern I had was the presence of the English teacher in the room. At the start of the test, she would leave us alone. But as I was getting towards the end, the teacher would come into the room and watch us. This not only made me nervous, but I could visibly see the students freeze up. Most of the time, she came in towards the very end when I was leaving my comments, which I would then explain to the students. But the last student I had was having a lot of difficulty answering the questions, and he took some extra time. As such, the teacher came in while he was still answering questions, and then he became even more nervous and especially reluctant to speak in English. I was actually quite annoyed by this, but I was not able to say anything. The teacher even came over and helped him understand the questions, except she used Japanese to do it. Even though this was a mock exam, I think it was important to not use any Japanese at all, which I took care to do so. Using Japanese would have created a fall-back for the student, and should have only been used to explain once the test was over, not while it was still ongoing. Despite his difficulty, this student was actually the most enthusiastic of them all, and at the end he was really interested in asking me what I thought about how he did.

Overall, I learned a lot just by observing the students, even if I wasn’t able to get to know any of them personally. I was able to observe the general difference in the second and third years’ English, how they interacted with me personally and respectfully, and how the teacher interacted with the students. This was a very valuable experience for me, mostly because I am considering the JET program. I was initially unsure about this CIP because I was never in a situation where I tutored or taught someone other than a close friend or family, so this was an entirely new experience for me.  I was extremely nervous at first, and was unsure about how to do this CIP successfully. However, once I met the students, my initial apprehensions faded, and I started to look forward to visiting the students every week. This opportunity has definitely made me more interested in pursuing the JET program, though it is still more of an idea than anything.

David Wurtele: Calligraphy

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This semester I joined a calligraphy classroom for my CIP. We met once a week for two hours at varying locations in Kyoto. There is one sensei who sits and does his own work in the front of the class, periodically walking around to check out if the students are making progress with what they are writing. I actually joined a class where most of the students have many years of experience under their belt so I was given a lot of attention as the only first-timer. In terms of linguistic learning, I was at a serious disadvantage because you only speak with the sensei a few short times an hour. Culturally, however, I was able to pick up a lot.

There is a lot of consistency in the way the calligraphy class is held. First, the students arrive, then the sensei. Some students are at the classroom practicing long before the class starts, and the rest come within the five minutes before the start of the class. When students enter, age-related privileges are dropped, and despite differing skill level between the students, there is no concept of senpai or kouhai. There is just student and teacher.

In addition, I learned that you are not supposed to look at others’ work unless the sensei shows it off. Every now and then if the sensei wants to encourage a student, he will hold up the work, display it in the air for the others in the classroom to see, and remark that he is impressed, to which everyone nods and gives an emphatic one or two word agreement. I was surprised to see that the rest of the class will stop what they are doing each time to encourage the student who wrote the character. The reason I am so surprised is that unless someone is whispering with the sensei the room is totally silent. The idea is that every student should be totally focused with a very serious mindset when writing a character. As a beginner I have found it very difficult to get the right balance of focus without overthinking it, and when I do get in that zone, I am very reluctant to get out of it. So for every student to have that focus be interrupted so often by the sensei yet graciously smile every time without fail demonstrates incredible willpower.

I am fortunate to have learned a lot about the atmosphere and customs of calligraphy classrooms, but I am most happy that I can return home not just knowing more brushstrokes but having a deeper appreciation for calligraphy as a whole, as both a physical and mental skill.

Debotri Chatterjee: Calligraphy

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For my CIP, I chose to take private lessons in shodo (brush-style calligraphy). The first time I went over to sensei’s house, I expected to simply talk about future lessons and figure out timings for class, etc. To my surprise, I soon found myself staring down at a piece of washi, brush in hand, with both my host mother and sensei looking on expectantly. I wasn’t completely a stranger to the brush, but I’d never done any sort of calligraphy before in my life. Realizing this, sensei showed me how to make a few basic strokes, and then I was on my own again.

This set the tone for all future classes. I’d come in with some kanji I wanted to practice, or sensei would let me pick a phrase from a massive book of kanji and then I’d try to get my writing as close as possible to sensei’s sample. Shodo is a pretty solitary activity – there isn’t much hand-holding or even teaching, really; all your teacher can do is suggest improvements for next time, and then it’s up to you. Which means that in a typical shodo class, there aren’t too many opportunities for conversation.

However, my shodo sensei wasn’t running a formal class; she teaches shodo because she likes it, and likes teaching people. Because of the informal tone of the class, I didn’t get to practice using keigo at all, but I like to think that I had several very interesting conversations with people from very different walks of life – from elementary school kids, to housewives, to even Buddhist monks! Despite being the new ‘gaijin’ in class, it didn’t take me very long to feel very at home among everyone. One thing I noticed in particular was how quickly everyone dropped their formalities around me and began talking to me in casual speech, as they would to a friend.

What did I learn about the Japanese language/culture through my CIP? There are countless things I could talk about, but one aspect I found particularly interesting is the interplay between the usage of different levels of formality in speech. Using different levels comes easily to me, because my native languages (Bengali and Hindi) have a similar speech pattern (with informal, formal and honorific levels). It was interesting to me how similar the usage of these different levels is, comparing Japanese to say, Bengali. For example, in both languages, I’ve noticed that little children can get away with using informal speech, no matter who they’re talking to, but as they get older, it’s no longer acceptable to, say, approach a stranger and begin talking to them at an informal level. Another thing I found particularly interesting is that sometimes, a means of expressing displeasure/disappointment/anger in these languages is to suddenly switch to a more formal way of speaking. My CIP was one of the things this semester that showed me how to use the knowledge I have about other languages, and channel that into learning yet another, just by virtue of understanding the basis behind the language.

Aside from becoming somewhat decent with my brush, I’ve also learnt so much just by being able to interact with people I normally wouldn’t have the chance to meet. My sensei was one of the nicest and most encouraging people I’ve met in Kyoto, and I appreciate how at home she made me feel. Shodo class was one of the highlights of my week through the semester, and I’m so glad I chose to pursue it.

Christine La: Assistant English Teacher at Kamigyo Middle School

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As my CIP, I chose to become an Assistant English Teacher at Kamigyo Middle School, near Doshisha University. I met with students interested in learning and improving their English once a week for an hour, and helped them read English more naturally and practice speaking.

The main idea I had behind choosing to teach English was to gain experience for the JET program, which I intend to apply to after I graduate. At my home university, I would often attend exchange lunches with Japanese students and we would help each other with learning about our respective languages and cultures. In that time, I found I really enjoyed teaching English to others, though being a teacher never really crossed my mind. However, after coming to Japan, I wanted any chance to return, and was reminded of my love for teaching when we talked about CIPs.

In that regard, I suppose it was a natural procedure from there to try out being an English Assistant, before I really decided on whether or not I would devote up to five years of my life to teaching my native language. When I first entered Kamigyo Middle School, I was pretty nervous; I was an A class student, with the bare minimum language ability to enter KCJS, and had a bad habit of using casual speech regardless of my listener’s social status or familiarity with me. With that, my journey started with five young girls of varying English-speaking abilities, and five odd little readings. I was told to listen to the girls recite the passages, and then to well, fix them. The rush to start was daunting, but the hour and a half passed by almost too quickly. I hardly felt prepared enough, and I probably wasn’t as helpful as I wanted to be. I couldn’t even remember all the girls’ names. Yet as discouraged as I was, I remembered one of them telling me when our fifteen minutes were up:

“Your help was really clear and easy to understand. Thank you.”

I suppose that this is the reason all teachers can put up with the frustrations of their work. Over the next couple of visits, I began to notice that perhaps, just the slightest, I was making a difference. Not only to them in regards to their recitation, but in myself by being more prepared, by knowing what to do, how to help, and being more confident in myself. I found ways to make the experience more fun, even if it was just rainbow colored pens, and I found ways to tweak my teaching style to the student, such as speaking quieter to the shyer students or being excitable about accomplishments for the outgoing ones. I started to realize that Japanese students needed a lot of positive reinforcement for their abilities, probably because of the modest culture and strict school structure they were raised in. Teaching, even in such brief intervals for each student, had a strong impact on me.

However, I also felt a lot of frustration during my CIP. Because I only had about fifteen minutes with each student, I never got to know each individual very well. Some of the students seemed interested in learning more, but they were quick to leave because of the teachers coming by at the end of the time limit. I think I would’ve been able to help a lot more had we had more time together or to be working on more broad English conversational skills. I was also quite surprised to learn how drastic the level of English ability could change between school years. A lot of my second year middle schoolers were a lot more capable of general conversation than the first years, who hadn’t even learned past tense yet. I would’ve really liked to see how English was taught in the classroom, as well as maybe seen what would’ve happened if I met more often or for longer with each student, and done different activities with each of them.

Though at times my CIP was frustrating, I really gained a lot of valuable experience from it. Teaching, while difficult at times, continues to interest me as a path I hope to take in the future. I wish the best for my students as well, in school and in learning English.

Hai Anh Pham: Kyoto University's Chorus

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The emails that I exchanged with the Chorus’s representative gave me an impression that the circle was an all-accepting space where even the non-experienced are welcomed: “Thank you for your interest. We await you at the first practice. And yes, we are thrilled that you are bringing friends. Bring them all, be it 5 or 10 people!!” 

And really, the people were as nice as I had pictured them to be. On the first day, a guy came all the way to where I and Yuki got lost to pick us up. After the first practice was over, we newcomers were put into the spotlight, so all the members could get to know us and sing their welcoming song. Throughout my time with them, I continued to feel the circle’s attempt to create a sense of belonging for all its members: free after-practice meals, weekend gatherings, and the funnest of all, the exaggerated, variety show-like reaction words we always give together when someone is doing an announcement. I wish I had more time to interact and make friends with everyone. My host family was far away from Kyodai, so I couldn’t participate much in the bonding activities that the circle created for its members.

Joining a circle where everyone was welcomed first gave me the assumption that the quality of real practices would be mediocre. I was wrong. Even though the songs we had to sing were really difficult, the conductor, part leaders, and most people really knew what they were doing. Not only that, they went out of their way to guide newbies like me, whether it was the breathing and diaphragm training exercises at the beginning, or the melody, beats, and nuances of each music bar. At first, it was a bit irritating to me, because their over-guidance indicated that they thought I knew absolutely nothing. However, I realized after a while that they were just fulfilling their roles of senpai, to welcome and help and instruct, especially considering my barriers not being a Japanese. And after months of going to the Chorus, although I did not have much opportunities to interact with the members outside of practice, the care that they showed toward me really made me feel like a kouhai myself, that I belonged as part of this Chorus.

Yuewei WANG: Life in Kyoto

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For fall semester 2015, I participated in the production of a bi-monthly informational journal called Life in Kyoto under Kokoka Kyoto International Community House. I volunteered for the Japanese version, English version, and Chinese version. The production cycle is eight weeks long, and themes of articles are decided based on the season of the year and aimed to help foreigners know Kyoto better and navigate their lives in Japan. 

For the Japanese meeting, there are about twenty people, and the age of participants range from undergraduate students to senior men in their sixties. Because of the nature of the production, this volunteer experience involve a lot of talking about tiny details, from grammar to choice of words, which I appreciate the most, since it gives the chance to experience how Japanese people actually talk and collaborate, and I can ask any question I want no matter how trivial it seems. As for the English meeting, number of participants can range from ten people to three people. We correct grammar and making sentences easier to understand. Since English is my second language and Japanese is my third language, this volunteer experience really helps me with improving both languages’ skills. 

During the production of December-January edition, I was lucky enough that other members in the group trust me and assign me and Nicole the task of writing an article about new year celebrations in Japan and America. We wrote the article in English and Japanese together, and I can never forget after I read out our article aloud during the meeting, there was like twenty seconds of silence. Then one of the senior men said that it is better for a Japanese person to go over our draft before we talk about the draft as a group.

Through volunteering at LIK, I learnt a lot about Japanese culture. Before coming to Japan, I had the idea that Japanese, like Chinese, are collectivist and they have amazing traditional culture. Spending three months in Kyoto, I gradually realized how shallow my understanding was. To begin with, being collectivists means that uniting as a group is crucial, yet the way Japanese perceives one individual is very interesting. One’s gender, age, and occupation can determine how one talks and is talked to. At LIK meetings, such sophisticated system of utilizing language is very evident, since people of various gender, age, and occupation are present. Even though most of my American friends here hold a not so positive view about this “classifying” system, I really appreciate how much control that I can have over the language to show respect, distance, and/or intimacy.

I want to tell potential participants of LIK a few things. First, Japanese meetings and English meetings do take a lot of time, approximately 12 to 16 hours per month, and it could be more if you work on the Chinese version as well, but knowledge gained from reading into the lines and comparing one work with the other is definitely worth it. Also, you can learn how to interact with people from different age groups from undergraduate students to salary men, from housewives to retired men in LIK, which is something most other CIP cannot provide you. Lastly, no matter what CIP you choose to do, it is actually very beneficial if you take the full advantage of being a foreigner, which allows you to ask whatever questions you want, and eventually helps you navigate in Japanese society more and more swiftly.