Language training report (語学研修終了報告書)
Tokyo Institute of Technology,
Graduate major in Global Engineering for Development, Environment and Society
23M51723 Yuuri Nakagawa(東京工業大学 環境・社会理工学院 融合理工学系 23M51723 中川祐李)①Program outline
ProgramGlobal Citizenship through English On Campus（TASTE 海外短期語学学習（英語）夏派遣）

Institute

University of British Columbia, ELI（English Learning Institute）

Country

CanadaDates

2023. 9. 5～2023. 9. 22（3 weeks）②Contents
Global Citizenship through English is designed for students who wish to improve theirEnglish skills and learn about civil society, global citizenship and sustainability in both aCanadian and a global context. Classes provide language instruction and practice, along withopportunities to explore inspiring themes through group projects, lectures, discussions, andpresentations.
I had all-day classes Monday through Thursday, half-day classes on Fridays.
In the morning, I took integrated classes, and in the afternoon, I took project classes.
Grammer:
We were encouraged to memorize and use sentences that asked questions or expressed
opinions as they were written. We repeatedly learned how verbs, nouns, adjectives, andadverbs apply to sentences through actual sentences.
Often new expressions were introduced and we learned how native speakers use them.
Pronunciations:
Frequently used expressions are pronounced with a distinctive pronunciation by nativespeakers. They are difficult for non-native speakers, but we must understand them. If wecan say the expressions like native speakers talking, we can catch the meanings. In someclasses, we studied listening and speaking of the expressions of some sentences.
(wanna, wooja, shoulda, wooja liketa, ja wanna, waja wanna, hafta, hasta, dya, ya, whaddaya,woulda, ya oughta, waja, gonna, oughta, ja wanna)
We also learned to repeat our English accents and the rhythm of our sentences.
Presentations:In the class of integrated skills, we had 3 presentations.
global citizenship presentation
We gave our own global citizenship presentation. We each gave a 10-minute presentation,with the instructor pointing out grammar and phrasing (I did not prepare a script). Main
topics are my community, sports, consume target, and global citizenship of my interest. We
should not write many words in the presentation we prepare. I showed them a picture andtold them what this represents, how it relates to me, and what part of this I like. After I
finished speaking, I was asked to prepare some quizzes to check how well the listeners
remembered my story. This experience gave me the courage and the heart to speak English
at any level.
Sports presentation
Each of us chose our interested sports and did the presentation about that. My presentation
partner and I selected skateboarding. I introduced words and slangs related toskateboarding, the words accent and synonyms, the summary and the history. We presentedthem 2on2, and we discussed the sports.
I clearly remembered some discussion about figure skating. The opposite team casted “Is it
good that a coach teaches some athletes who are rivals each other??” As fact, many athletes
are taught by same couch to improve their performances. Of course, they athletes know thepro and cons. On what sports they can share a same coach, and cannot, what characteristics
these sports have, we discussed.
Global presentation
We selected another topic for 2 persons team second presentation about global topics, as tothe first ones, I introduced words and slangs related to it, the words accent and synonyms,
the summary and the history.
We did a presentation about David Suzuki. He is the most famous Japanese in Vancouver,for environmental issues. He is a environmentalist, specialize to ecology and nature animal,
has unique TV program that nature issues are treated on. Many Canadian recognize thatJapanese of “Canada” is him, some mates are said that their host family asked them if theyknow him. I researched about him, and learned his actions and concept. I was proud of that
he and I are same Japanese.
Discussions:
theme; Is the competition good or bad for children? In the afternoon project class, we hada three-on-three discussion during the second week. We expressed our own opinions,
identifying specific viewpoints as to why we agreed with them or why we disagreed withthem. We thought about our opinions in English and not only expressed our own opinions,but also agreed with some of the opinions of the other participants. We also helped othermembers of the same team.
Reading and questions:
We read “Lamb to the Slaughter” by one of the most famous writers, Roald Dahl. The story
was interesting and exciting. I hardly read English story, I thought it was hard action for me.
The story, however, was comfortable to read, I learned that reading fiction is also goodstudying tool.
We thought and talked about the story. “What was he talking to her?” “What influence did
her action make?” “Why was she laughing finally?” There are no correct answers of thequestions. We enjoyed.
③Extracurricular activities at study abroad destination
in UBC, many programs for ELI students were prepared in the 3 weeks. However, most of
my mates were from Japan, of course the participants were as so. My studying purpose in
UBC was learning native English, I did not part in the extracurricular activities which many
Japanese student were in.
Instead, I went everywhere, alone or with my host family.

I went to the nearby theater to

see a movie, they took me for a drive, or we went for a walk together in a small forest. I also
attended host brother's parties and tried my best to listen to the conversation even if I didn't
understand it. I think it depends on the host family, but having the opportunity to hearnative English speakers is one of the best parts of homestay. You should get active for amore meaningful study abroad experience.
In addition, the program also had a trip to whistler planned , I went there alone. I created
opportunities for colloquial conversation by talking to family members who rode with me on
the gondola and by talking to them when they took my picture at the top of the mountain.
And the most valuable experience was the visit to the church. I went to church on Sundays
because I knew it was welcoming to all kinds of people and that I would have theopportunity to talk to a lot of people. Among the churches, there are also those that you
should not go to. I asked my host mother if there was a church nearby that international
students could visit, and I went to the one she recommended.
When I visited, I was welcomed and got a loaf of bread with the text of progression on it. I
learned a lot as I read them and listened to the audio. （I learned a lot (there were songs,too). Afterwards, we were given coffee and cookies and had a chance to talk with the otherparticipants. It was fun to introduce ourselves and just talk a little.

④What I learning in the studying abroad and How I will keep learning?
Studying abroad was a transformative experience for me, giving me valuable skills andinsights. My study abroad experience helped to significantly lower the barriers to speaking
English. Living and studying in an English-speaking country provided me with theopportunity to use English as a natural communication tool.
First and foremost, studying abroad improved my attitude toward foreign language learning.
Before, I used to translate sentences I wanted to say from Japanese to English, and thenthink about whether the grammar was correct, the word forms were correct, and many otherthings before speaking in English. Because of this, I was not able to speak well, answer
questions, or respond to what others said.
During my study abroad program, I had plenty of opportunities to listen and speak English
at all times. In the program, there were always opportunities to speak, and I continued tospeak what I was thinking in English. It was important to communicate something, even if it
was just a word or the grammar was wrong. I used the words I knew as best I could and kept
speaking without stopping. By doing so, I became less nervous about speaking English. AndI was able to come up with English expressions naturally. What I learned from thisexperience is that the best way to improve your English communication skills is to try tospeak English in the same way you speak your native language.
In addition, translating from Japanese to English was not a good choice at this time. I
gradually got used to thinking in English. At the same time, I stopped rethinking things inJapanese when listening.
I learned that it is important to stop thinking about "learning English" and start thinking
about "building an active brain immersed in English" in this aspect of language learning.
It also gave us an opportunity to rethink our various methods of endeavor.
While studying abroad, I tried to pick up as many native expressions as possible. I reduced
my involvement with Japanese students and created more opportunities to talk with hostfamilies and local people. These are certainly opportunities that only study abroad canprovide us, but for many of our language studies, we realized that we could make the effort
while living in Japan today.

Currently, all classes are taken in English, and English is also the main language forlaboratory activities. We can study vocabulary and input native expressions both on campus
and off campus using the Internet.
What I have learned from all of this is that what I get from studying abroad depends on myeffort, and there is a lot I can get without going abroad.
I will continue to study English and will study in English. Studying abroad has removed mynervousness about foreign languages. What I will keep in mind is to create a way of thinking
in English, to use it without fear, and to not miss out on what I can study where I am.
⑤preparation
I found this program on Tokyo Tech's website about studying abroad. On the Study Abroad
and International Experience Programs page, you can search by specifying several criteria.
At the same time, I considered participating in the program, referring to the study abroad
experience essays.
Regarding preparation for the trip, I obtained a flight ticket from Japan to the U.S. in order
to experience entry by land from the U.S. I was able to take a bus from Seattle's Tacoma
Airport to downtown Vancouver. (I was able to book it through the Internet.) On the bus,
we filled out the necessary documents to enter the U.S. At the border, we got off the bus andwent through the immigration process while carrying all of our luggage. I was asked what I
was entering the country for, where I would be staying, and if I had any proof of thosethings, which I showed.
If I was entering Canada by air, I would need an eta. However, I did not need it to enter byland. Instead, I needed to enter the US and should get an esta.
I had to get my airline ticket early. The flight number was needed to apply for overseas
insurance. I was sent a certificate of insurance and I took it with me.
As a preparatory language study, I took at least one online English conversation lesson a day
for two months prior to my participation. They helped me practice English greetings andsimple answers, which helped me during my study abroad.
⑥ costJapan to the US flight ticket\ 114,830(Excluding baggage fees)

Vancouver to Japan flight ticket\95,670(Excluding baggage fees)Esta\8,690 (2023/09/01)

Bus\9,059(2023/09/03)

SIM\5,072

Commuting\10,000

Program\308,263(including $350 Homestay Placement Fee,$150 non-refundable Application Fee)

Homestay\146,607

insurance\10,900

others\100,000⑦living
During my study abroad, I stayed with a host family in Vancouver. When I applied for theprogram, I also applied for a homestay at the same time. I had to apply by myself on theInternet. I wrote my own information. I wrote down that I have food allergies, so my hostfamily checked with me at the beginning of my stay. Therefore, I knew that the information
was given correctly.
At the host family's home, I was given a room to stay. Dinner was prepared and we ate
together. I prepared my own breakfast with what was available in the kitchen, and usuallyshared my lunch from the previous night's meal.
⑧trouble
Surprisingly, it was chilly in Vancouver from the beginning of September, and there weredays when the temperature was below 20 degrees Celsius. Since it was still summer in Japanjust prior to my departure, I brought both long-sleeved and short-sleeved clothes, but always
wore long sleeves. I also brought a windbreaker, which was very useful. Bringing warmer
clothes than expected was the better choice for me.
Also, I should have brought slippers, as Canadian houses may be entered with outside shoes.
In addition, based on the study abroad experience essay, it was a good choice to bring moreclothes, considering the possibility that Canadian households do not wash their clothes asoften as Japanese households do.
⑨adviceIn order to make your study abroad experience more worthwhile, you need to think carefully
about what you will do there. You are not there for fun, so it is important to always be readyto absorb something local.