Yayoi Takeuchi
University of North Texas
March 2010
[Slide 1]
The Japan Foundation Advocacy Kit Revision Project

How I Built a Second Year Japanese “Hybrid” Study Abroad Program: 7-Week
Challenges and Fun in Japanese[Slide 2] [Slide 3] [Slide 4]

1. How I Built a Study Abroad Course to JapanThe summer 2009, I led a group of twelve students to Japan. It was the first
faculty-led study abroad program to Japan from the University of North Texas and a lifechanging experience for the students and for myself. Most of the students were travelingabroad for the first time; some had never traveled outside of the Central time zone in the
US. Their age ranged from 18 to 34 years old, and they had just finished the first year ofJapanese one month prior to the trip. I would like to share the process I went through inmaking this study abroad course in light of framework, content, and outcome. I will
incorporate the discussions of the benefits of the study abroad program to our Japanese
program as well as to our students. I would like also to include my advice and tips for
fellow Japanese teachers for their future programs to Japan.

Background: [Slide 5]
I became interested in creating a faculty-led study abroad program to Japan in mysecond year at the University of North Texas (UNT) in 2007. UNT, located in the DallasFort Worth Metroplex, is the third largest state university in Texas, with about 35,000
students (2009 UNT International recruitment material). UNT offers Japanese as a minor
from the department of Foreign Languages and Literatures under the College of Arts andScience. More than 250 students enrolled in first through third year Japanese courses in
the Fall 2007; this enrollment grew to over 300 in Fall 2009. The Japanese program here
at UNT is still a growing program, linked to various student organizations on campus andJapanese communities in Dallas-Fort Worth. Each year, we send a few students to Japanfor an exchange program. Also, we encourage students to take the Japanese Language
Proficiency Test (JLPT) each year even though the number actually taking the test is low
due to the physical distance to a nearest test center, and the test is in early December
when students are very busy with the last few weeks of the Fall semester.
In 2007, when I started to explore the idea of a study abroad program, an accelerated 1styear Japanese course for the Summer 2008 had just been approved. UNT did not haveJapanese summer courses until Summer 2008; however, the growing number in Japaneseenrollment was promising factor in promoting the idea of a new course development.

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[Slide 6]
The department chair of Foreign Languages and Literatures is very supportive indeveloping study abroad courses. The Global Learning and Experience office, formerly
known as the Study Abroad Center, works together closely with the faculty from different
departments to develop courses that are unique and experiential in various locations
throughout the world. For the generation of people who are born and grow up in the
cyber world, the value of a real trip to a real world and meeting with real people is quite
significant. It is essential for us, as educators, to provide such chances for students to
expand their views through hands-on experience and to help them grow up in the global
community. There are possibilities for different types of study abroad that are not limited
to exchange programs between sister schools or cities. Faculty-led study abroad programs
can cater to students’ needs and promote students’ sense of autonomy in foreign
environment; such programs can also support their wish to continue their life-longlearning beyond school.
[Slide 7]
Many students have strong interests in modern Japanese culture highlighted byanime, manga, cosplay, J-pop, computer games—thanks to all the wonderful works by
Studio Gibli, Nintendo, etc. Needless to say, though, the continuing popularity of
traditional culture and history such as Edo period arts and crafts, old Kyoto culture andkimono, tea ceremony, samurai history, as well as Japanese cuisine such as sushi,
tempura, teriyaki seem never to be exhausted. Of course, these are not all about what
students are interested in regarding Japan; however, we can make use of this continuing
popularity as our springboard to invite students to participate in new programs related toJapan.

[Slide 8]
Creating a win-win program to Japan:
Rationale for creating a second-year Japanese study abroad course
When I started to conceptualize the summer study abroad program, I wanted tomake a course for the third-year students who had a foundation in elementary Japanese.
They would expand their ability in speaking and listening, and they could enjoy learning
the content topics in the framework of a language course, such as history or art byvisiting major sites and works in Japan, for example. However, it was hard to imagine
that there would be enough third-year students who would sign up for the study abroad,since, traditionally, there is a smaller number of students in that level as compared to thefirst or second year levels. Also, by the time they are in the third year, they are more
likely to have demanding classes in their major and/or getting very close to graduate. So
it did not seem like a good idea having the third year as a target level for the new course
in study abroad. I thought it would create a complication. If not the third year level, thenthe second year should offer study abroad to prospective students.
I looked into other faculty-led study abroad programs in the department as well as
faculty-led programs from other schools. Many of them have home stay arrangements orthey arrange to stay in the dormitory of some sister schools. Some have a combination of2

dormitories and hotels. Some had a cultural focus on the area they are traveling to, andothers have stronger language focus for their upper level courses. The Spanish section of
our department, for example, has a vast undergraduate enrollment: over three thousand
each Fall. They can afford to offer a variety of faculty-led study abroad courses tomultiple destinations in Spain and in Mexico. I liked their ideas of visiting museums as
assignments and creating scrapbooks for the family they are staying with as a
gift/assignment.
[Slide 9]
I checked Japanese study abroad programs from different schools. One programfrom a private college had culture as its topic. It was designed for students taking
Japanese language courses or for those who need Asian culture credits. So it does nottarget a certain level, but it introduces the Japanese language within the topics of aculture. Lectures on various cultural topics are given in English covering Japanese
vocabulary and teaches common phrases. Students stay mostly in a hotel in Tokyo near
their sister school’s campus where they rent classrooms for their lectures. Volunteers
from the sister school join the group’s activities and discussions. This program has only
three weeks. According to the professor who is leading the course, three weeks are a
sufficient length; students start getting tired of the foreign environment after three weeks
and start to miss their comfort food. In addition, the cost accumulates the longer the
program continues. This professor has led the program for ten years, and she wasconvinced of the three-week theory based on her experience with students each year.
Other program I looked at had abundant funding from the college. The program
fee is almost covered by the funding. Therefore, students only pay about the equivalent of
their airline ticket. The course has Japanese classes at a language school as a part of theiractivity in Japan, and they have a sister city home stay in Kyoto and in a small town in
Aichi arranged through non-profit home-stay organization.
Each program I looked at had its charm and advantages. But these were notnecessarily advantages for the program I wanted to create. I lacked many of the privileges
they had: no sister city for one, no sister school for another, and no generous funding
from school except for the $700 scholarship for everyone who participate in the UNT
study abroad program.
[Slide 10]
At this point, I had two major concerns:
1. The cost
2. The content
For the framework of point #2 above, I decided to create an accelerated second-year
course with the first half of the course done on campus and the second half done in Japan.
The advisor of Global Learning and Experience gave me the idea so we could cut downon the cost of the program, especially for the cost of accommodations in Japan. Figuring
out the program fee for study abroad is a major pragmatic concern since, when it comes
down to the decision to sign up for the program, the price plays an important role in theend. Students have to come up with the money for 1) tuition, 2) the program fee, and 3)
airline tickets. Out of these three factors, we can only manage the program fee.
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[Slide 11] Now let’s look at an overview of what producing a study abroad program
entailed.
1. Time line->Two years
1st year: creating concepts and the framework of the course-> discussion with thelanguage section program coordinator -> application to the department curriculum
committee
2nd year: Approval by department Chair and Dean-> Finalizing the detail of the course-> reservation-> Recruitment-> student application & registration -> managing the program’s
travel[Slide 12]
2. Parties involved-The instructor-Language section program coordinator-Study abroad office-The Foreign Languages and Literature department-The curriculum committee-The Chair of the department-Dean of the College of Arts and Science[Slide 13]-Travel agency: airline tickets, Japan Rail pass
-Reservation of guided tour, theaters, etc.
-Accommodation in Japan-Schools in Japan (in the case of school visits)-Host families (included in the program in the case of home stay)[Slide 14]
3. Course design-Level-Purpose/target/goal-Location-Time-Length-Style4

[Slide 15]
4. Recruitment-Study Abroad Fair-Monthly information sessions-Email to students, announcement through Blackboard-Calligraphy workshop +announcements-<In the future> use of Facebook, etc.?

All of the elements above were totally new for me when I was implementing the program.
It was a lengthy process altogether and non-stop once started; however, it was very
exciting to have a chance to bring something new to life and to add it to our Japanese
program.
[Slide 16]
Now I would like to discuss the two major points of concerns I mentioned earlier: thecost and the content. First, I will discuss on the program fee decision making, and thentalk about the academic content and overall course design in the later section.

Part 1. How I made the decision on the program fee
I had numerous meetings and inquiries with an advisor from Global Learning andExperience on how to construct a course. Since this was my first time to do faculty-led
study abroad, the advisor suggested that I work with a vender, since the vendor can offer
the infrastructure and network in the country and even serve as a travel agency foreducational tours. Therefore, I would be able to have a backup on the trip.
I knew that would be more costs involved than what I could probably offer by
doing it all by myself. However, I thought that it would be a good idea for students tohave classes taught by different teachers in Japan and have an emergency support in caseof sickness or injury. So I agreed to have open bids for my program based on theadvisor’s suggestion. I wanted to see the price of the course, the learning environment,
and the field trips offered for our university’s accredited course.
In the end, only one bid emerged from open bidding including three venders thatthe advisor invited to participate. It was over $5,000 for the three-and-a-half week portionof the course in Japan. At first, I was not quite sure if that was too much or not. It seemed
quite high to me, but the advisor noted that it was not too bad based on his knowledge
that expenses in Japan are higher than in other countries. So I decided to communicate
with the vender to see how well the vender could implement what I had listed as
requirements for the course.
My first concern was the location of classes. It had to be in the same place where
the students would stay or, at most, within a 10-minute walking distance. After some time,
I found out that the students would have to commute about 45 minutes to a school in
downtown Tokyo. This caught my immediate attention on the vender’s plan because
there would be no time for students in this accelerated course to waste in commuting for5

45 minutes every morning. I was afraid that the students would become lost andexhausted in Tokyo before getting to class. After I asked to change the accommodation toa very close place from class, they offered a new location 15 minutes from the school. It
was certainly an improvement; however, I was quite frustrated with the way I had tocommunicate with the vender to find out the details of their plan. The person
communicating with me seemed to have no idea of their plan for my course and had to
ask questions of a local contact in Japan each time I asked questions to clarify their
proposal. I felt it was dangerous to continue correspondence with the person who did notknow the details and to waste time not going anywhere.
I discussed the difficulties I was facing with the vender with the advisor at the
Global Learning and Experience office. By then, I was convinced that their plan was too
expensive and too much for me to deal with to make the course I envisioned happened.
So I forwent the idea of getting help from vendor-organized services.
Getting back to the starting point for planning a cost of the program, I decided tooffer $3,900 as our program fee based on the idea that some Spanish and German
programs offer around $3,500 for a five-week course. $3,900 is much lower than thevendor’s bid, but I was sure that, if I did all the work for the program, I could modify thecost and offer students all of what they need for the program. I started to look foraccommodations with a classroom facility. In the beginning, I checked colleges in Tokyo
that might have a dormitory and classroom to rent. But it was not so easy to find a collegein Tokyo with a facility to rent for 3-4 weeks in June.
Using a hotel for accommodations and renting a meeting room was an idea, too. A
German program runs a program like that in combination with a traditional stay in auniversity dormitory as they travel to other cities. I kept the idea of a hotel while
checking out the possibilities of finding some youth hostels, as there are some youth
hostels in the central part of Tokyo. It would be great to be able to book a group there andfind a meeting room to rent for our classroom. I started to check the availability of youth
hostels in mid-October. By then, the possibilities for the following June were alreadydifficult. Part of the reason was that I had to guess the number of male and female
students who might participate in the program, and other part is that I would have toadjust the number until the number was settled. I had no idea how many would actuallysign up, but I started with10 male and 6 female students plus one instructor who would
need a private room.

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[Slide 17]
Finally, I arrived at the best location in Tokyo for my group: the National
Olympics Memorial Youth Center (NYC) in Yoyogi, Tokyo. It is a national institution
providing facilities for youth educational and training purposes located next to Yoyogi
Park and the Meiji Shrine. The process to register our group in their system required
multiple documents in Japanese. After their approval, the process of reservation started.
They have a youth hostel style facility as well as private rooms for accommodation. In
addition, there are class or meeting rooms in various sizes for rental (1000 yen -2500Yen:
about $12- $30/ 4 hour segment). It was very fortunate for us to have NYC as one
location for our study abroad activities and accommodations. The fee for all facilities isvery reasonable. Even private rooms are affordable (2500yen: $30/day). I tried to bookthe private rooms as much as possible for I wanted students to have an optimal
environment for their vigorous accelerated studies and for their private relaxation time.
In Kyoto and Hiroshima, students had shared rooms in youth hostels. The rates
were 3,300 yen and 2000 yen. Students were more comfortable in sharing spaces after
developing friendships with the classmates in Tokyo. In terms of the cost ofaccommodations overall, places like NYC and youth hostels are ideal with the additional
benefit of students having chances to meet other people staying for various studies,cultural awareness, or sports training purposes.

[Slide 18]
Part 2. How I made a decision on the framework and the course content

I. Create a win-win scenario for the greater benefit of students
In a process of shaping the image of the course, I came up several ideas to benefit
students taking accelerated summer courses. The premise of the course, to get two birds
in one stone, should be presented with multiple dimensions. Spending money on travelingand working hard on the accelerated course, students deserve as many benefits as
possible. The following are the five major benefits of participating in summer study
abroad for second-year Japanese students.
1. To complete a Japanese minor in two years
2. To graduate quickly
To complete a two-year foreign language requirement upon or before graduation
3. To get a study abroad experience without interrupting the scheduled time forgraduation
4. To enjoy a small group and short study abroad experience other than going for asemester or yearlong, highly competitive exchange program
5. To earn academic credits and see major Japanese cultural experiences as well as
to have opportunities for individual exploration time in Tokyo7

[Slide 19]
Benefit #1: Completing minor in two years
UNT has a minor in Japanese that can be completed with 6 Japanese courses(JAPN 1010, 1020, 2040, 2050, 3060, and 3040) under the current catalogue. (With the2010 catalogue and after, it will be 6 core courses from 1st to 3rd year plus 1 elective tocomplete the minor.) Normally, it takes 3 years to finish the minor. However, if students
take the summer study abroad course, they can finish the 2nd year right after the Springsemester and can join the 3rd year course in the Fall. This enables students to finish theminor in two years. Also, if some students missed taking the second year in the fall, they
can take the summer course without waiting one full year.
[Slide 20]
Benefit #2: Graduating as quickly as possible
Some majors, such as International Studies, require two years of foreign language
credits to graduate. Students can join the summer study abroad course at the end of theirfreshman, sophomore, or even junior year and complete their foreign language
requirement quickly. This allows them to focus their junior and senior years on theirmajor studies. Also, when some students fail or withdraw from the second year course,
they can take the summer study abroad to catch up with their desired graduation date.
[Slide 21]
Benefit #3: Getting a study abroad experience without jeopardizing a plan for graduation
Students who have a set graduation schedule can take advantage of the summer
study abroad with faculty and classmates from the same institution. The credits are added
as a whole without any loss as in some cases when students participate in a program fromdifferent institution; they can possibly earn less credit when the credits from otherinstitution are transferred to their home institution. Sometimes the credits are evaluated aslower than the students’ intended level. Faculty-led study abroad programs have no
possible chances like those.
[Slide 22]
Benefit #4: Getting a small group study abroad experience with a familiar instructor andclassmates
Study abroad may be a stressful experience for some students. Those students
may enjoy familiar people in the group and the instructor from the same institution. The
continuity may be a helpful factor for students’ learning in foreign environment. Somestudents prefer the short-term study abroad experience as opposed to a half-year or a
yearlong program. In the case of UNT, an exchange program is becoming highly
competitive. Faculty-led study abroad programs can offer more chances for students toreceive study abroad experience.

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[Slide 23]
Benefit #5: Earning academic credits while enjoying major Japanese sightseeing spots
Faculty-led programs may be ideal for first-time travel abroad students. It may
also be a beneficial program for career students who want to earn credits and to enjoy
some time traveling. In my program, there is some free time for students to go out,
explore the town, and meet people on their own in Tokyo. This encourages students totest out in real life what they are learning. They will have chances to use the language asa tool.
[Slide 24] [Slide 25]
In addition to #5 above, I’d like to introduce 2 more points to benefit students.
#6. Students can finish the study abroad program in Japan and come back home tocelebrate the 4th of July weekend with their family and share the exciting stories of thetrip
Students are often on the verge of homesickness in terms of food and their own culture at
the end of the course in Japan. They can meet their family for the 4th of July holiday andrest well.
Still, some students have extended their stay in Japan to travel on their own to relax andenjoy time after the program. They had already planned that when they were purchasing
their tickets. The return ticket could be changed with an additional fee if studentschanged their mind.
[Slide 26]#7 Students who plan to study through the summer can take more courses in Summer II
One week after students return to the US, Summer II programs start. It is possible to earnmore credits in the summer instead of ending the season only with the study abroadcredits. This program does not interrupt students’ path to accumulate credits toward
graduation.

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[Slide 27]
II. Details on the academic content and overall course design
The following list is the framework and the content of the course in detail. The
textbooks for 2009 and 2010 are different. Consequently, the content of the grammar
points, vocabulary, and kanji are different. I will expect more active speaking and reading
skills from Genki II group. It will be interesting to compare the 2009 group with Nakama
2 and the 2010 group with Genki II at the end of the course.

1. The structure of the course
Textbook: 2009: Nakama 2 (Ch.1-6), 2010〜Genki II (Ch.13-23)

Length: 7 weeks altogether.
“Hybrid” study abroad courseFirst half, 3 ½ weeks: at UNT [mid-May through early June]
Second half, 3 ½ weeks: in Japan [mid-June through early July][Slide 28]
2. Framework and content
2009: Nakama 2 (Ch.1-6)
Monday – Friday:
3-hour class in the morning + afternoon activities (Lunch and chat, movies, calligraphy)
2 vocabulary Qz and 2 kanji Qz for each chapter
Chapter test every week
Kick-off lunch before the departure to Japan
Workbook
Essay
Oral interview & skit (at UNT)
Independent project (in Japan)

10[Slide 29] [Slide 30]
2010: Genki II (Ch.13-23)
Mon & Tu. Th , Fri & Sat. 4-hour class in the morning with a long break in the middle+ afternoon activities (Lunch and chat, movies, calligraphy)*Wednesday tutorial (10am-12pm)
1 vocabulary and kanji quiz each per chapter
Chapter test every 4 days
Self-intro portfolio project (name cards, photos as visual aid, and essays, etc.) *prepared
before the summer for the purpose of conversation material to use in Japan.
Integral assignment: daily report/journal card (with their own self-assessment)Group studies/ group effort (team work)
Creating study material as an assignment
Conversation in class
Oral report for everyday activity (assigned one student/day to report in the beginning of
the class)Workbook (as HW and as in-class exercise)
Short essays based on the daily report
Oral interview & skit (at UNT)
Independent project (in Japan) on topics of their choice
Report and a short presentation on the independent project11

[Slide 31] [Slide 32] [Slide 33]
3. Field trips & activities in Japan
2009:
Kick-off lunch before the departure to Japan
Guided tour in Tokyo
NHK Studio tour
Edo Tokyo Museum
Tukiji fish market
Yasukuni Shrine
Shishi mai, lion dance performance by Sawanoya Ryokan owner
Kabuki Theater
Calligraphy workshop
Kamakura
Bike ride in Kyoto
Ryo-An Ji Temple
Kinkaku Ji Temple
Kiyomizu Temple
Fushimi Inari Shrine
Hiroshima A-Bomb Memorial Monument & the Memorial Museum
Peace and Friendship Evening in Hiroshima
A-Bomb survivor, Mr. Sunao Tsuboi’s presentation, cultural exchange
Miyajima Island/ Itsukushima Shrine*option: Studio Gibli Museum, Hanayashiki Amusement Park
Farewell dinner
Karaoke night2010 (tentative):
Generally the same as above
Noh Theater (Noh and Kyogen performance) instead of Kabuki (because the theater inTokyo will be undergoing demolition after April 2010)12

[Slide 34]
On home stay and language exchange opportunities for this course
This course originally had a 2-day home stay planned. I tried to book home stays
through an organization and agreed to pay for their services. However, they could not
locate host families for our group, and I had to let go of the plan. It was OK, in the end,
not to include a home stay since students were extremely busy with their study materials
and daily activities/field trips. They needed a free time to relax on the weekend and toenjoy their free time in Japan.
Since we did not have a sister city or schools to greet us and to interact with us,
we had to have alternative contacts with Japanese college students and local people if
possible. My fellow teacher at UNT told me about Japan National Tourism
Organization’s (JNTO) service which helps coordinate educational tours for groups fromthe US. I contacted their office in Los Angeles; Mr. Suzuki, from the Los Angeles office,approved their services for our course. We received great assistance in arranging school
visits as well as generous travel reference materials such as maps and brochures.
We were introduced to a local representative in Tokyo and in Kyoto to coordinate
school visits. Ms. Tsuzuki from the Tokyo Convention & Visitor’s Bureau coordinatedour school and sports club visits in Tokyo. Ms. Miyazaki from Kyoto’s city organization
introduced us to a professor Kanazawa of Kyoto Prefectural University. I appreciate all
their help and kindness in helping our group in Japan. The experience to meet andinteract with real university students in Japan was very valuable for our students who had
only learned Japanese in classroom in a limited time. I would like to thank, once again,
all the people who were such a great help through the JNTO.
[Slide 35]
School visitsTokyo: Tokyo University campus and kendo club visit
Tokyo Metropolitan University: Campus visit and meeting the president, Japanese classparticipation, tea ceremony, exchange time with ESS club members
Minorigaoka High School school visit: conversation, guitar performance by a UNT music
major student
Kyoto: Kyoto Prefectural University: class exchange at Prof. Kanazawa’s English class,exchange in small groups

13[Slide 36]
III. Notes on cases of emergency and unexpected incidents
Even after spending almost two years of planning and preparing, sometimes weneeded to face the unexpected phenomenon and to deal with it. For 2009, the rush ofswine flu hit through winter to spring of 2009. The programs for Mexico had to cancel
their trips. Our trip made it, but, at one point, the school visit was cancelled and then rescheduled. Overall, we did not experience many effects of the flu phenomenon; however,things like this could happen any time. There is nothing to prevent them.
Also, during the winter of 2008, the economic crisis erupted and hit so many people. In
some courses, I heard some students had to cancel their trips because of the acute
financial change in their household. What if the program enrollment drops suddenly? The
school has a borderline of enrollment to say Yes or No to the program to go. Some
activities planned in the program may be reduced so students do not have to pay extra
when the group becomes smaller. The smaller the group, the higher the individual
student’s cost for the program. We need to develop a flexible plan so we can deal withthe emergency situation and/or severe drop in enrollment.
The following are the must-have points from my first trip:
1. Keep a copy of students’ passports in a file. Keep their numbers in a separate
notebook for extra security.
2. Emergency contact and procedures. Share the students’ family emergency contact
and their number with the group and the school.
-Be sure the study abroad office has all the info and itineraries for the course
including the number of insurance card for injuries and disease.
*Travel insurance for your belongings may be suggested for additional
compensation in the case of theft or loss of valuable items. You need to call thepolice of the local area and claim the loss and receive the police report number.
This will be important when you claim the insurance. Your home insurance may
cover the loss of the valuable items: check with the insurance company.
3. Know refund policies and information from travel agency, airline company, hotels,
museums, etc.
4. Any local contact is helpful. The travel agency from which you purchase theairline tickets and rail passes may have a local office. Find out the phone number
with some personnel’s name and email address for extra security.

5. Go over the emergency plan during the orientation before and after arriving.
Arrange emergency networks including the students’ names and phone numbers if
some carry rental or private phones to the trip. It is easier and cheaper to use text
messages to communicate each other. The instructor must have a mobile phonewith text function. Do some simulation of communication with students with aphone as soon as the trip starts.
14

6. In the very extreme case: When losing money or credit card for the program
Have someone back home who can wire funds from your school to you in Japan
in case you lose money, check, card, etc. It is ideal to have a bank account inJapan with some funds for an emergency to cover the cost of the trip right away ifthat happens.
7. Empowering students:
Programs like this do not have the luxury of having program assistants andchaperons.
The university treats the students as adults, as responsible individuals. Assign
small groups to go together during the tour and to keep each other company andupdated. The group should decide upon a leader and a sub-leader and report theirnames and contact to the instructor. The mutual help system applies here: trust
students so they trust you.

[Slide 37]
IV. Looking back on the whole program in the first year (2009)
The immediate thought after I finished the first study abroad course in summer
2009 was “THANK YOU!!” to all my students to survive the course without getting hurtor sick or disappearing in Japan. Also, I appreciated a strong support from the Global
Learning and Experience office staff as well as from my husband back home while I was
all by myself on the trip. I had to contact them from time to time to help me immediately.
There are several things I want to improve upon for the next trip. The major pointis the use of limited time. The key is to synthesize the learning material more to theactivities. Keep a daily report card for simpler assignments to turn in every day. They canbe used as the students’ own progress assessment cards. I want them feel ownership for
their learning and to grade their own performance frequently instead of passively being
given a grade by the instructor.

1. Class style and time management
The nature of accelerated courses has always limited time to study ->promotesmall group learning help systems, additional evening tutorials, study materials
for students.

2. Diverse teaching & learning
Students with certain learning styles need more help to process the material andmaybe even different assignments and evaluation criteria.
3. Balance between 2040/2050 studies and field trips
Create a better field trip report card so students use the new words and vocabulary
in it. Ideally, they need to incorporate 4 skills to complete the card.
15

If some students are not catching up with the material, you may reduce the number offield trips to the students can participate in or conduct major review sessions of thematerial from first-year Japanese.
4. Use of lockers during the traveling
The first summer group used lockers at NYC when we had to relocate to a ryokan
a couple of times when NYC was closed for maintenance. The locker is a great
service. We do not need to haul all of our stuff when we are returning from a
tripin a day or two. We’ll be a bit freer from pushing our luggage in Japan.

There may be better results in managing time and students’ progress for mysecond study abroad course. I am more familiar with the locations we are visiting andstaying. I will try my best to improve the course. The challenge is the new textbook,
Genki II, from this summer. As our monthly information sessions turned to ourorientation to the summer course, I have started to introduce the framework of the
textbook and material to cover. I feel nervous, a little, but I am really excited to see theoutcome of the new group this year and, hopefully, to meet familiar faces in Japan again.
I am looking forward to this year’s challenge for 7 weeks of fun together with thestudents! It will be a blessing to see how they develop linguistically and as individual
being.

[Slide 38]

2-1. Advice/ Tips for Fellow Teachers
One major piece of advice I can give to fellow teachers is to have fun planning aunique study abroad program for your students and for yourself.
Using a vendor for educational tours maybe a good idea for the first-time planner.
However, monitor the costs of their service and the details if they follow your plan andthe bid is decent. In my case, it didn’t work with a vendor’s plan. Perhaps my course wastoo specific and demanding because of the nature of the university-accredited corelanguage course. It is still a good idea to see what they can offer and to compare what
they offer with your plans.
Work closely with your school’s program coordinator/ director and study abroad
office to find out the niche and the needs of a new course to include within study abroad.
They will give you great ideas and resources to create a new program. A small survey toconduct a needs analysis of current, past, and/or upcoming students is recommended.
The study abroad course should not be limited to run with your subject alone.
There may be a history, business, or art teacher, for example, who wishes to jointly
produce a program to save costs and to promote enrollment. This involves an interdepartmental effort, but it can be designed to support each other during the trip. If you
can plan an elective course as opposed to a language course, the content can be more
flexible.
[Slide 39]16

It is ideal to use the resources of the sister city or schools if your school has any;
however, examine the possibility to arrange a home stay with some volunteer groups or
non-profit organizations. My program is still in an experimental stage with a new
textbook this year and demands of the studies that students need to cover. Therefore, I am
not including home stay, but I encouraged the students to interview people working atryokan and youth hostels. Students had the assignment to do several interviews while
they were in Japan.
My course is for college students’ introductory experiential language study, sothey have some freedom to go on their excursions during their stay in Japan. If you teachyounger students, you may want to choose a more local environment away from the city
so you can have some help from the local people through home stay, etc., and have more
control over students’ activities. The relaxed environment may be helpful for young
students to feel accommodated more easily. If you can afford chaperones, for example,
students’ parents, assistant teachers, etc., they can share the fun of the trip with you andhelp you to make your educational trip more meaningful. They might want to helporganize fund raising to help the cost of the program.
[Slide 40]

2-2. My Future Vision and Ideas
I would like to promote exchange/sister school programs through this study
abroad program between our school/city and schools/cities in Japan. I have been working
with a university in Tokyo to set up a new exchange program. The process has been slow,
but it may be possible if we can standardize classes for students to take from both schools
so they can keep fulltime status during their time studying abroad.
Sister schools and sister cities will be helpful assets to have for any future group’s
study tour, and students will greatly benefit from sisterhood exchanges between US andJapanese schools and cities. They will be great when we try to coordinate language
partners or online chat for conversation exchanges throughout the year or before and after
the trip to Japan.
Other idea I’d like to try next year is to help students organize fund raising forstudy abroad. Even for the students who are interested in participating in the course, thewhole cost can be overwhelming. They may be able to raise some money to cover theirexpenses in Japan. Finding grants or scholarships for short-term study abroad will beessential.
Knowledge on student loans will be helpful information to give to students, too. I
have two students who signed up this year mention that they could get a VA loan.
According to what they found out from the VA office, as far as the study abroad
program’s focus is from the student’s home institution to earn credits from the school as
opposed to participating in a study abroad program offered from different schools; inessence, the credits have to be transferred back to the home institution. This type ofknowledge on the loans or financial aid would help students to plan their schedules forthe following year. An office of study abroad may have some resources, but I hope tofind more information to help students’ decision making.
Developing more fun, sufficient, and productive assignments to do on campus andin Japan are very important. I am trying a new approach with this year’s group with a17daily short speech, etc., but I still feel a need to develop a very simple but effective
assignment. Story writing using new vocabulary and structure everyday might beinteresting. If they add 2-3 lines each day, they will have a complete story of adventure
by the end of the course. This can be done either as a group project or as an individual
endeavor.
Study abroad is a physically and mentally challenging course which tests a
student’s time management skills. In the case of the core language program,
implementing new vocabulary and structures in real conversation and writing is the key. I
want to help students’ ownership of their learning in the target language environment.
There are elements to improve from the first year course; however, I am convinced thatthe effect of the study abroad is very significant. I see the development of the students’cognitive level in Japanese as well as their personal growth through traveling in a newworld.

[Slide 41]

3-1. Benefits to our Program
I have discussed the benefits to students when participating in a study abroad
program in the earlier section. Students’ benefits are, to an extent, also benefits to ourJapanese program. I have listed the points in the following on how our program benefited
from the study abroad course to Japan.
- It established the 1st UNT Faculty-Led Study Abroad program to Japan.
-Promoted students’ interests in Japan and helped our Japanese program grow in a global
sense.
-The group became the ambassador of UNT and promoted the visibility of UNT to people
and schools in Japan. We had interviews from local press in Tokyo and in Kyoto and had
an online article about our visit in Kyoto Prefectural University.
-Provided an opportunity of study abroad for students who have not benefited fromexchange programs before. This helped to introduce a variety of people to our program
who then had a real experience of developing a point of view of Japan.
-Most of the group went on to the 3rd year Japanese course and helped the stability of theupper level courses in our program. The number of enrollment for the 3rd year grew
bigger than before.
-Developed a sense of friendship among students and the instructor. This kind of close
feeling helps the stability and coherence of the program.

[Slide 42]18

3-2. Benefit to our Students
Along with the benefits I listed earlier, the following points are envisioned as
benefits of study abroad to our students. After almost one year has passed, I believe thefollowing points are valid and seemed to have been endorsed by our first group of
students through feedback I collected in March, 2010. (See the later section for thehighlights of their feedback.)
Benefits of study abroad to students:-Develop/ broaden their perspectives as global citizens-Help students’ bonding—help each other to study—can develop lifelong friendships-Create foundation for students’ life long study—stabilizes language study-Accelerate their academic endeavors-Provide chances to think about their futures, career plans, and visions-Develop skills to survive and help others in a foreign environment-Help finding who they are
Etc.
[Slide 43]
Words from the students from the 1st group in 2009
Based on the one-year-after feedback from the students from 2009 group, I found
the following valuable thoughts, words and testimonies. On the balance of study and fun(2040/2050 material and field trips and activities) are mixed feelings. As much as they
enjoyed it all, they struggled to find the time to study and to catch up. Innovation in thebalance of the two needs still require special consideration and improvement:

On the balance of 2040/2050 materials and activities:
1. All enjoyed various activities in Tokyo, Kamakura and a trip to Kyoto andHiroshima
2. Still, many felt it was too much to do both 2040/2050 materials and field trips
a. The fact is that they only had to participate in 3 minimum field trips eachin Tokyo and in Kyoto/Hiroshima, all participated in field trips listed.
b. Reduce the field trips altogether?
3. One student suggested that it would have been better if students “dedicated long
duration of time to studying and then just go exploring instead of trying to haveclass everyday.”
4. “Too much of both studying and activities” will not be helpful for students’learning.
5. The course should include less (activities) for the very little time in the course.
[Slide 44]
19On benefits to study 2nd year language course in Japan
1. Less time to forget the 1st year material before the start of the 2nd year course
2. Great to develop a real sense of language within the culture in the very earlystages of language learning
3. Encouraging to do well in 3rd year Japanese
4. Challenging but fun to build up lots of practical skills
5. Able to have enough time to complete minor[Slide 45] [Slide 46]
On acquisitions:
1.
2.
3.
4.

Immensely improved listening skills with natural speed
Became able to understand the language in multiple dimensions
Helped to understand how the language works in context
Trying the language in real time helped to learn the language fast and in an
cognitive fashion
5. Reading signs and schedules in town improved character recognition[Slide 47] [Slide 48] [Slide 49]
On learning skills
1.
2.
3.
4.
5.
6.

Developed better management of study time
Earned a survival skills in getting directions and reading signs
Used flash cards a lot for constant review
Started using dictionaries since this trip
Enjoyed daily practice in speaking with new vocabulary and grammar
Language learning is a part of everyday life

Started to spend more time listening and assimilating the language in film and music
7. Explored more words and expressions beyond class material
8. Employed different learning styles; tried to figure out how to say things hoping tohave success in conversation
9. Helped reinforce a more natural rhythm of speaking
10. Interacting with native speakers of our age group helped us to pick up casualspeech
11. Became more creative in using learned material to express what to say[Slide 50]
20On overall effects of the study abroad:
1. A great introduction to Japan
2. Made learning and memorizing naturally easier, for you can apply everything
immediately
3. Solidified my goals and clarified my plans for the future
4. Eye-opening to find Japan as a different world from the Western world. Though
Japan is advanced and urbanized, its principles and traditions are quite different
from the US[Slide 51]
Thank you!

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