「Volunteering」カテゴリーアーカイブ

Carter Rice: Kamigyo History House

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As a volunteer at Kyoto’s Kamigyo History House, I was able to gain more insights into Japanese culture and language. I was lucky to work with many volunteers who have lived in Kyoto for most of their lives. Through my interaction with them, I was able to learn more about Kyoto’s history, such as the original city plan and four guardians.

It was a wonderful opportunity to practice Japanese in a more formal setting. Prior to this experience, I had never interacted with customers in Japanese. I had to learn new phrases and practice giving a tour of the history house; at times it was challenging, however, my fellow volunteers were always encouraging. Occasionally, customers would ask me questions either about my personal background or American culture, which I found frustrating, as I was there to share in Kyoto’s history. Yet in interacting with these customers, I was able to learn more polite expressions that I may not have used otherwise.

I am thrilled that a historical treasure like Kamigyo History House has been preserved, and I’m especially glad that I could help in the efforts to share it with the general public.

Meg Beneville: Niko-Toma Volunteer Program

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Meg Beneville:
Niko-Toma Volunteer Program at Kyoto University Hospital

For my Community Involvement Project, I’ve been volunteering once a week at Kyoto University Hospital through a program called “Niko-Toma”. “Niko-Toma” is a wonderful organization that aims that brighten the lives of children in the hospital, most of whom have serious illnesses and spend long periods of time there.
Niko-Toma plans many fun events for the children, such as holiday parties. My volunteer duties have been extremely varied so far. Many times I help out in the office with the other volunteers, sorting through supplies for future events, folding newsletters or making ornately decorated cards. The other volunteers are most middle-aged Japanese women, who are very warm and welcoming, and chat with me in Japanese while we work. It’s great language practice, and very satisfying to feel like I’ve become a part of the group.
Aside from helping out in the office, I’ve also had some great opportunities to interact with the kids. The Halloween party was absolutely adorable- so many cute kids in costumes, and many parents who were delighted to have such a great photo op. One of the older patients there was a 17 year old girl who I had a fun time talking to. We took a picture together on her phone and exchanged email addresses so that she could send it to me, and we’ve become “internet penpals” since then. She’s very creative and funny, and I hope talking to me is an entertaining distraction that helps to break up the monotony of her hospital stays. I’ve been back to visit her in the hospital and we have fun talking in person as well, although I had to wear a mask since she has a compromised immune system, and this made it more difficult than usual to understand and speak Japanese.
All in all, I’m very happy with my experience at “Niko-Toma”. It’s been very rewarding so far, and I hope my volunteer efforts are making a difference to the kids in the hospital.

Rachelle Chouinard: Volunteering with Nico Toma at Kyodai Hospital

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As I explained in my previous post, my CIP this semester has been volunteering with Nico Toma, an organization which holds events for children in the long-term care ward for children at Kyoto University Hospital. Aside from spending time with the children in the ward, I’ve also spent a considerable amount of time with children outside of the hospital, as my host sister and her young children often come over for dinner. My contact with my temporary host mom and her young children whom I lived with while my Okaasan was on vacation for several weeks has also given me ample opportunity to see how Japanese children are socialized, especially at the age when they are really beginning to be able to express themselves. Throughout my contact with Japanese children, it has become clear that Japanese children and American children are extremely similar in most ways; they talk about the same sorts of things, are shy in the same ways, and express their opinions in the same adamant ways, especially around the ages of two and three.

I have, however, noticed some differences in the ways in which Japanese children refer to themselves. Many of the young children I have come into contact with under the age of four referred to themselves only in the third person, it’s always “Miwa wants this” or “Miwa feels that”. Initially I was very surprised by these conversations with children, as it struck me as very unnatural, in comparison with American children, for whom the ability to use the word “I” represents a crucial step in the psychological development of the child. Children are liberally encouraged to use the word “I” to express their own wants and feelings, and in America this phenomenon is often spoken of as a crucial step in the development of the child’s ability to distinguish itself from the world around it, as the use of such language reinforces these boundaries. I find this delayed use of the word “I” among Japanese children very interesting, especially in regards to its role in the socialization of these children. Does this delayed use of the singular pronoun have meaning in the context of the development of the individual’s identity? Although referring to oneself is admittedly more complicated than in English, is that the only reason to delay the use of “I”, especially when children are being taught concepts that are just as abstract, such a basic verb conjugations? Does this process further the group socialization of Japanese children by delaying the use of the singular pronoun and thus reinforcing group consciousness and cooperation when children are finally taught to refer to themselves as part of a group, maintaining the psychological distance between one’s name and one’s identity? Although I have been unable to come up with any concrete reasons for this phenomenon, I am very interested in hearing what other people think about it, if anyone else has noticed.

I guess, in closing, although my experience with my CIP was different than I expected, it was overall a very rewarding experience. Most of my time was spent conversing with other volunteers about aspects of American culture and the differences between Japan and America, but the considerable amount of time that I did get to spend playing with the children was very enlightening. I love playing with kids, and I spend most of my free time back home volunteering for a day care or babysitting, so while I enjoyed the chance to do an activity which as comforting and familiar, I was somewhat un prepared for the emotional commitment. Knowing that all of the children I was playing with were ill, and seeing them all connected to tubes and machines, some of them even unable to spend half an hour doing a quiet activity without having to return to their room, was much more upsetting than I had anticipated. I guess it was just the difference between understanding something intellectually and seeing it in person. Overall, though, volunteering with Nico Toma has been a very beneficial experience, as I am now able to more comfortably converse with older Japanese women and had a chance to do something good with my time.

Rebecca Gabriel : English Teaching Assistant

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My CIP, teaching at a middle school, was quite enjoyable.  I happened to be lucky: out of the three who taught at the middle school, I had the least amount of canceled classes, so I got to see the students more. I taught 9th grade mostly, as 8th grade was cancelled almost all the time.  I recently switched to a different 9th grade class, which made me a bit sad (I was almost finished remembering their names!!), but I really like my new class as well. I also got to teach the third 9th grade class, so I’ve seen them all at this point.  I’ve never taught in an officially before; I was always the girl who you’d ask for help on home work in high school. But, I always enjoyed that, and I’ve enjoyed this as well.

One of the many interesting aspects about teaching at a Japanese middle school was that I got to see how English is taught as a second language in a language I am trying to learn.  For example, we just learned the grammar pattern for “language I am trying to learn,” or “noun modifying sentence that comes directly after.”  In Japanese, it is the opposite, but from the student’s perspective the English phrase is written the other way around.  (I couldn’t begin to count the number of times I said 反対 while I helping them.)  They would often rearrange phrases to make a grammatically correct sentence (something I personally never did while learning a language).  For example, this past week a question would have “I like,” “the season,” “summer,” and “is” and they would have to put it in the right order.  (This is harder than it seems. As I was walking around helping them, I noticed that almost every student put “Summer I like is the season.”)   It’s also nice that I can explain some in Japanese as well, which usually earns me a 「日本語うまいね」 or some variation.

Another thing that they do is using games as part of the learning process.  I never thought I would play “rock, paper, scissors” against a class of middle school students.  If they won, they could ask me a question and get a point for their team.  I discovered that I am 「じゃんけん、強い！」 that day.  They did things like that all the time.  It was interesting and a bit strange to be able to understand the teacher in Japanese explaining English grammar.  I could really sympathize with the students, being in a similar, though reversed, situation.

I found it really interesting seeing a Japanese middle school from the inside.  I have heard many scary things about the intensity of the Japanese school system.  This one was surprisingly laid back.  The students all talked through class, for example, or even slept on occasion with no one bothering to wake them up.  They were also very rowdy and talked rather casually with the teachers.  They also use some kind of reward system.  A winning team or the first ten people to finish a crossword would get to make another step on their world map.  I only got gold stars and the like until about 4th grade or earlier, but they still do things like that in 9th grade.  Another difference was that the teachers moved from room to room instead of the students.  This nicely avoided “traffic jams,” but the teacher did forget his marker on occasion.  They also ate lunch in the classrooms where it was brought to them and changed in them after gym. (I walked in twice by accident, and twice a boy was just wearing underwear in the back. And no, I have no idea what that was about, but he got clothed quickly while the teacher ignored him.)  They cleaned the school themselves. There were always a few students with brooms around that would say “Hello” to me or bow.

It was much less formal and less strict than I thought it would be.  They are really friendly students, always making jokes.  I somehow developed a joke with the boy who is always changing in the back.  It’s a nice example of how laid-back they classes can be. (It’s all in English except the first two lines)

N: “Who do we like in Fahrenheit?”

Together: (while pointing fingers at each other) “JIRO!”

Mr. Ueno: “So, you like a man?”

N: “Yes, I like a man.”

Mr. Ueno: “You like men?”

N: “No no no, I like women!”

Once they know that I can speak Japanese and if I speak informally with them, they respond in kind, which was nice for talking to them.  I have some great memories from this experience: playing janken with everyone, the “Jiro” joke, and the time I did a Kamehameha wave with them to name a few.  It makes me happy that I can keep on observing all this and that I can teach again next semester!  I believe I’ll have another school next semester, my host brother’s.  I kind of hope I get his class!

Angela Sham: Nico Tomato Volunteering

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I started this CIP thinking that I would be spending most of my time playing with the children of the hospital, setting up activities and helping to make sure these activities went smoothly. This hasn’t been the case! Because of my schedule, I actually end up spending more time with the other volunteers and the leaders of Nico Tomato – namely Kanda-san and her wonderful crew of eager workers.  It is a different experience from what I expected, but I have come away with some interesting insights into the social hierarchy of Japanese volunteer groups, and more than enough hospital gossip. The times I did get to play with the kids were few, but memorable. One time I was waiting in the hallway for a coworker and a kid in a wheelchair stopped next to me, flipped open his DS and showed me how to play the game he had. I recorded some simple English phrases, and he repeated them – very cute!

Reflecting on my time with Nico Tomato, more than anything I hope I was a little helpful to the group. Even though I often couldn’t be there for activities, I usually helped with busywork – assembling cards, organizing newsletters, delivering things from one section of the building to the other. The ensuing conversations were always interesting. For example, I entered into a debate about how the annual Christmas card should look (and the Christmas card is indeed a serious matter, the amount of effort that goes into these holiday cards is almost staggering), but I realize I had never been put into an argumentative situation before. I sat back and listened to how the other workers suggested changes to their superior, who was making all of the final decisions. I learned how to politely argue! I hope I convinced Kanda-san that the red ribbon was better, in the end. Some things I really loved about my experiences with Nico Tomato were getting to see these glimpses of daily life, of learning Japanese perspective on things like Halloween, American style weddings, and being able to provide answering foreign perspective to an equally interested audience. I’m thankful that I was able to spend time at Nico Tomato! It felt like a short time, but I always felt welcomed by Kanda-san and the rest of the volunteers.

Calvin Krogh: Kyoto City Zoo Volunteers

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My CIP was spent at the Kyoto Municipal Zoo, in Oyazaki Park. As I mentioned in my earlier post, I have wanted to work with animals ever since I was a young child. Whenever anyone asks me what I want to do with my life, I say “A large exotic mammal veterinarian at a Japanese zoo,” which is simply an amalgamation of all my interests. I have been working for four years at a small animal clinic, but never have had the chance to work at a zoo, so I was very excited at the opportunity to volunteer in Kyoto and get that much closer to my ultimate career.

My time was spent almost entirely in the goat pen of the Children’s Petting Zoo, where I explained facts to visitors and did my best to answer their questions. I also was there to assuage the fears of kids unsure about petting the animals. Much of my interaction consisted of speaking in a friendly tone and saying “The goat is nice. Would you like to try and pet him?” I was also briefly assigned to the petting room where we helped visitors hold rabbits and guinea pigs, but this required more Japanese than I could quickly explain to a young child so the goat pen ended up being a better fit.

My co-volunteers were probably the most unique part of my CIP. The vast majority were female, usually older middle-aged ladies who spent every weekend at the zoo, giving up mornings and afternoons. Before I had decided on a CIP, I had looked forward to building camaraderie with Japanese peers, and in this way the make-up of the volunteers was somewhat of a disappointment. I was an outsider in age, gender, and nationality. This did not manifest itself in any sort of coldness. Quite the opposite, the other volunteers were always very kind and patient and eager to answer my questions, and quick to start a conversation when there was a lull in visitors. Not only this, but at the start and end of every session, we would discuss any questions or problems we had during the day. The meetings made the group feel more like a company, which in some ways it was since “Kyoto City Zoo Volunteers” is an established organization. It was comforting when I needed help to know I would have somewhere to voice my concerns. While I was working with these other volunteers, the majority of my Japanese interactions happened ‘in field’ so to speak, with visitors.

Looking back on my time at the zoo now, it is hard to remember exactly what I expected out of this CIP, particularly since I had not seen a zoo before, except as a visitor. I think I thought I would be working in more than just the children’s zoo, perhaps with more variety of tasks. But at the same time, staying only in one area gave me much needed time to practice the explanations and phrases I picked up over time. Over the weeks and months I became familiar with the routines and explanations, and even learned all of the goats’ names by heart. Being immersed in an activity and environment that had felt so foreign and awkward at the start was by far the most rewarding part of my CIP experience. I could feel my confidence grow week to week, and by the end I was happy to engage visitors whole heartedly, where before I would timidly watch from the edge of the pen.  When I had begun, I was unsure exactly if and how to initiate discussion and this is where my job of showing kids how to pet the goats came in handy. I learned to let the customers come to me, and then greet them with a hearty “Welcome, good morning!” pat one of my favorite residents of the pen, and let things unfold naturally. For some visitors, I was just as interesting as the animals, and I ended up giving a ten second biography of how I ended up in a goat pen in Kyoto at least a few dozen times.

I am very happy I got the chance to volunteer at the Kyoto Zoo. It gave me a chance to feel how Japanese work together, and just get used to a zoo as a work environment. I did end up finding Japanese friends outside of my CIP, so the difficulty of forming friendships outside of work was less of a problem. I would say, though, that if I were to do things over again, or were staying the entire year, I might like to try a circle or club so I could get more time with Japanese my own age, if just for the chance at more Japanese practice.. I am happy, though that I felt at ease and comfortable in the routines of the program by the end of the semester, because it gave me tangible evidence that my Japanese, or at least my social skills, were improving. I am also glad that I am at least a bit closer to realizing my career as a ‘large exotic mammal veterinarian at a Japanese zoo,’ even if I’m going to need a bit more Japanese under my belt

Sandy Chang: Assistant English Teacher

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Frustrating, awkward, and culturally shocking. At least that`s how my community project started. Or I guess, that`s what I had to go through to truly understand the `Japanese experience`.

Frustrating. Starting my community project, I thought everything was going to be straightforward. I was to come in on Wednesdays from 1:00 – 3:00 to the classes Mr. Ueno assigned to me. But after the first day of volunteering, Mr. Ueno informed me that the following Monday was a holiday and the students were also taking the Monday after that off because of a Sports Festival. I realized that Mondays were a convenient day to have tests and holidays. Therefore, I was frustrated that I couldn`t come to help at the Middle school more. I tried to come on another day of the week but couldn`t because I had KCJS classes. Even more, I ended up changing which classes I helped with. The teachers were confused as to which classes I was helping with on that particular Monday, as well as not knowing when a class was moved to the morning instead of having it in the afternoon.

Awkward. Because I was only able to come a few days, I was not able to get to know the students well. It was also because we were both shy to talk to each other because of the language barrier and because there were over 60 students, too much to know one another. Therefore, when I arrived early I did not know how to occupy myself. The students would stare at me shyly. I would try starring at the wall as if it was the most interesting wall in the world. When I stepped into the classroom, the students were in their cliques, so I felt intrusive if I joined their conversations. They also did not remember who I was or my name at times. I felt very much like an outsider, and it was very hard for me to become an insider especially with the language barrier and the age gap.

Culturally shocking. When I came to Japan, I expected to be disappointed that all I had read in mangas and seen in anime were going to be proved wrong. They were nothing but stereotypical representations of Japanese culture. Instead, I found myself surprised that the Japanese students were similar to what I had read and seen. The uniforms were the same, the personalities were the same, and even the rituals (such as the awing when someone from a different class came to visit) were the same. I also found it hilarious when, once, I turned back from talking to Mr. Ueno, the boys were changing their clothes to go to PE in front of me. They didn`t seem to mind my dropped jaw as they happily skipped out of the room. Furthermore, the Japanese language itself made me upset when I realized the students were speaking to me in des/mas form. It further isolated and labeled me as a ‘soto’ stranger.

Despite these overabundant emotions, overall I had a wonderful time. I gained much experience and started to become a part of a Japanese community, something I could not have experienced in America. It was very interesting to observe Mr. Ueno and Mrs. Ogaya teach English. Mr. Ueno was nice and informal with his students. He liked showing movies and examples of American culture to his students. Mrs. Ogaya was fast, efficient, and playful with her students. In her classroom, we played bingo and sang jingle bells to keep up with English. When both teachers taught grammar, they related structures to Japanese grammar. This confirmed my reasoning to learn Japanese; teaching English can be more efficient if you know the language of your students. Oppositely, the classes were mostly taught in Japanese, which I found counter-active to the students’ learning process. Students mostly spoke Japanese and had little time to practice speaking English.

As time passed, I also learned how to deal with the problems I had at the beginning of the community project. I explained to Mr. Ueno that I would like to know when I would be helping out and he sent me schedules of when and with which classes I would help with. To avoid awkwardness, I tried to come exactly on time to classes (which isn’t exactly a solution, but oh well). When I was early, I would shop around the area before going in. One time though, I was late to class and was very apologetic. During passing time, I would go to the bathroom (sigh, quite sad I know) or try to make conversation with some students in the classroom (yay). Although des/mas form made me upset, it made me even happier when the kids used plain form with me. As suggested by one of the other helpers at the middle school, I signaled to them that it was okay to use plain form with me by using plain form with them too. This was hard for me since I am so used to speaking formally. The ending of my community project felt like it was just the beginning. I had finally gotten into the uchi, communicating well and joking with the students. Mrs. Ogaya was sad to see me go. This experience has motivated me even more to become a teacher.

Cecilia Dolph: Assistant English Teacher

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In class, Fukai-sensei asked if we thought we had become a member of the group we were participating in for our CIP. I couldn’t think of an answer, so I thought about it the next time I went to Ohara to teach and I came up with a lot of reasons why I think I have become a member of the teaching staff at Ohara. It happened so slowly and in such small, subtle ways that I hadn’t noticed.

The first day of my CIP I received my own desk in the teacher’s room where all the teachers have a desk to do work between classes or during off periods. When I go back to my desk between classes, all the other teachers are there taking a break as well so I’m presented with many opportunities to have conversations with them. Some of the time we talk about the school or the students or the days classes, but most of the time it’s relaxing conversation about an event someone went to over the weekend or a TV show someone watched the night before or an article in the newspaper or a picture someone took on a trip. Through complicated examples and a long discussion, I learned the breakdown of the meaning of the word for the structure of a specific kind of Chinese poetry, which all started with a conversation about a comic in the newspaper. I really feel like a part of the group when I can have comfortable conversations like these with a group of people I don’t know very well and who are all much older and wiser than I am. In front of the students I’m only supposed to speak English, so these conversations with the teachers give me the chance to practice my Japanese, especially honorific forms.

There are so many small things that make me feel like a member, like being able to get up during a break and make myself coffee or tea or hot chocolate in the kitchen whenever I feel like I need some, or the students and teachers calling me Cecilia-sensei, or being invited to the end-of-the-year party exclusively for Ohara teachers. Every week after school gets out, I’m driven to the train station by one of the teachers and we have casual conversations about Ohara or Kyoto or America. I think being able to relax and not feel nervous while I’m helping teach classes or talking to any of the teachers is a good sign that I feel like a part of the staff at Ohara.

Even though everyone at Ohara has helped me out in so many ways, like letting me get a feel for what it’s like teaching and showing me how a Japanese school works, I suppose coming to the school and letting the students hear English the way it’s supposed to be spoken and letting them hear a proper English accent is a small way of giving back to the school. I might read through a conversation in one of the textbooks and notice something that doesn’t sound quite right. Being able to fix that and teach what sounds right to the students is beneficial for the kids. Because the students don’t get the chance to meet and talk to a foreigner very often, being able to go to the school and play with the kids is a great opportunity for them, so I’m happy I’m able to provide that opportunity and see the students be excited to learn English.

Japanese and American schools operate in very different ways. The way the day is broken up into periods and the subjects students learn are very similar, but there have been some large differences that I’ve noticed while volunteering at Ohara. For my elementary and middle school in America, all the students went to the cafeteria at lunch time and picked up their own tray of food to bring back to their classroom to eat. At Ohara, the students go to the kitchen to pick up their lunch, but it comes as a tray of rice and several pots filled with the day’s lunch that need to be divided up and put into bowls. The students work together to make sure everyone gets a bowl of each item on their lunch tray, along with a carton of milk and a straw, with the work being done by the students and the teachers overseeing, making sure that everything goes smoothly. I usually eat lunch with the 1st graders, and it’s great to see kids so young learn about teamwork and responsibility without even realizing it.

A similar situation was when the students were preparing for their culture festival. The students did all the preparations for the gym, like rolling out mats, setting up chairs and bringing in instruments, with the teachers only supervising to make sure there weren’t any problems. Thinking back to the time when I had chorus concerts or plays in elementary or middle school, there were no students involved in doing any sort set up; everything was done by the teachers and janitors. Also, Japanese schools incorporate a cleaning time where all the students get involved in cleaning their classroom and the hallways by themselves. In America, the janitors do the cleaning of the entire school. I think it’s great that the students have to do this sort of thing themselves because they learn the importance of organization and teamwork and cleaning, valuable life skills, starting from when they’re very young.

I’ve learned a lot from my CIP at Ohara. In the future I plan on applying to the JET program to be an assistant English teacher, so the practice I’m doing by working with the English teachers at Ohara and occasionally teaching a class solo is very valuable. I’ve been learning how English is taught as a second language in Japanese schools, which I can work off of when I go to a different school to teach in the future. Not only have I learned valuable information and skills from the teachers at Ohara, I’ve also learned a lot from the students I’ve been working with. Being able to help them with homework or watch them learn English or just playing with them after school has helped me understand what they like and the ways they like to learn.

Since I’m studying abroad for a full year, I have the opportunity to continue this CIP next semester. I’m really looking forward to working with the teachers and students at Ohara and learning more from them. I have a lot of fun each week when I go to volunteer, so I’m happy I get to see more of the people I’ve met since I’ve started my CIP at Ohara.

フィリップ・クアリング：ＮＰＯ京都コリアン生活センター

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昔話など：京都のボランティアの経験

日本に来たときに、ＣＩＰで何をするかまだ分かりませんでした。アメリカでは,医者になりたいので化学などを勉強していましたが、ＫＣＪＳではぜんぜん理系の授業がなかったから、病院でボランティアをするとかとか実験室で研究の助手がしたかったをはたらきたかったのですが、外国人にはどちらもちょっとむずかしかったです。

当初ＣＩＰとして太鼓をしようと思っていましたが、それをするのは毎週じゃなかったし、趣味だけでしたかったので、たいこにしなかったんです。私は「どうしようかなあ」と思いました。。。その時、文化の先生にコリアンセンターについて聞きました。去年はKCJSの学生が三人この場所に行ったとおっしゃいました。私はどんなセンターかわからなっかたけど,「楽しくて、いいところだ」と言っていただきました。メールをした後で、在日韓国人のお年寄りのためのセンターだとわかりました。

私は日本語の話し方より聞き方のほうがいいとおもうけど、お年寄りのにほんごはわかりにくいので、辛抱は大切なことだとおもいます。。でも、交流が好きです。日本に韓国からいらして違う経験があるからお年寄りの昔話はとても面白いと思います。毎週の水曜日、いった時はいつも楽しみにしています！

マイケル・タヤグ：喫茶店のボランティア

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僕はバザーカフェという同志社大学の近くにある喫茶店でボランティアをしています。バザーカフェはマイノリティーの人が働いてお金をもらえる場を提供しています。それで、民族のマイノリティーの人や発達障害（はったつしょうがい＝developmental disorder）がある人がバザーカフェで働いています。

僕は毎週の木曜日と金曜日に三、四時間ボランティアしています。普通、キチンでお皿を洗ったり、食べ物を作るのを手伝ったり、掃除をしたりしています。時々他の活動もあって、僕は同僚とバザーカフェのホームページを日本語から英語に翻訳しましたし、バザーカフェのフェスティバルのメニューの食べ物を選ぶ手伝いもしました。

同僚と働きながら話す事によって、日本語と日本文化と日本に住んでいるマイノリティーの人の生活について色々習います。バザーカフェでボランティアをするのは本当に楽しくて面白いです。

みなさん、機会があったら、ぜひ１１月２３日のバザーカフェのフェスティバルに来てみて下さい。その日が無理だったら、他の日に僕と一緒にバザーカフェで昼ご飯を食べませんか。