TheFoundationKitTh JapanJF
d i Advocacy
AdKi Revision
R i i ProjectP j2010
JAPN 2040/ 2050 Accelerated course
University of North Texas Faculty Led Program

Yayoi Takeuchi
yayoitakeuchi@unt.edu

Study in the US and in Tokyo, Japan
1. How I built the study abroad course to Japan

Study in the US and in Tokyo, Japan
1. How I built the study abroad course to Japan Summer 2009, the first Faculty‐Led Study Abroad

Program to Japan from University of North Texas(UNT) 12 students, age 18‐34
 Just finished 1st year Japanese 1 month before the trip
 Most of them>> 1st time travel abroad Some >> 1st time travel out side the Central Time zone
 A life changing experience for students and the instructor

Study in the US and in Tokyo, Japan
1. How I built the study abroad course to Japan
1.
2.
3.
4.
5.

Process in making study abroad course
The framework, content, outcome
Benefits to Japanese program
Benefits to Students
Advice & tips for fellow Japanese teachers

Background
Rational for creating a new study abroad programe 3rd largest
a gest state
UUNT:: ttheuniversity in Texas
 Japanese Minor
 250< enrolled‐Fall 2007 300< Fall 2009
 Growing program Links to student
organizations
i iandd DFW
 Exchange program: limited NeedN d forf a new study
dabroad program

Background
Rational for creating a new study abroad programa ue oea ttrip
p to a Valueof a real
real world and meeting
real people
 Significant for cybergeneration
 EssentialE
ti l ffor educatorsdt
tot
provide students achance to g
grow upp in theglobal community
 Support their life‐longlearning beyondclassroom

Background
On‐going student interests
ode JJ‐culture:cu tu e: ae, Modernanime,manga, J‐pop, computergames
 Traditional Culture &history: Edo, Kyoto, tea
ceremony samurai,ceremony,samurai
sushi, teriyaki…..
 = srpingboard
p gto JJapanp
 Invite students toexperience them!

Creating a Win‐Win program to JPN
Rational for a 2nd year Japanese study abroad course
ay to tthe
e intermediate,
te ed ate, however…
o eve …
 3rd yea
year:: gate way
 >>> less enrollment>>> busy with major/ graduate
 2nd yyear level  Challenge their potential

Creating a Win‐Win program
Other programs can offer variety. How about mine?
ste scoo s? … NOO
SSisterschools?
 Sister cities? … NO Funding?
g … NO Language restrictions? … YES
 Scholarship?
p ... Yes, $700
7 for UNT study
y abroad How much would it be?
 How long should it be??

Three weeks are suffice, according to a professor

Creating a Win‐Win program
Bottom line
e cost……??? Uo TheUnknown The content……Accelerated 2nd year Japanese: 6 cr.

The first ½ at UNT
The second ½ in Japan
1) Tuition, 6 cr.= $1700
2) Program fee= UNKNOWN
3) Airline ticket=ticket depends4) Spending money= depends
We only have control on #2

Creating a Win‐Win program
Study abroad: production overview
e line:e: 2 yea
1.. Timeyearss
1st year: concepts, framework, language program
coordinator, proposal, apply to curriculum
committee>>> approval
2ndd year: Approval by deparment Chair, Dean
Finalizing the course detail>>> reservation
Recruitment>>>i
student
dapplicationli i & registrationii


Th program takes
Thek OFF!!

Creating a Win‐Win program
Study abroad: production overview
a t es involved
vo ved2.. Parties
The instructor
Languageg g p
programgcoordinator
Study abroad officeForeign
g Languages
g g and Literatures dept.
pCurriculum Committee
Chair of the department
Dean of College of Arts and Science

Creating a Win‐Win program
Study abroad: production overview
a t es involved,vo ved, cotd.
2.. Partiescontd.
Travel agency
Reservation: tour,, theater,, classrooms,, etc.
Accommodations
Schools, club visits
Host families (if included in the program)Creating a Win‐Win program
Study abroad: production overview3. Cou
se desg
Coursedesign

Level
Purpose/p/ target/
g /ggoalLocation
TimeLengthStyle

Creating a Win‐Win program
Study abroad: production overview
4. Recut e tRecruitment

Study Abroad Fair
Monthlyy information session
Email, announcement through Blackboard, class
Calligraphy
g p y workshop+
p announcements<< in the Future>> Facebook?

NON STOP FUN!

Creating a Win‐Win program
Part 1. Decision making on program fee••••eet gs witht study aboad adv
soMeetings
abroadadvisor
Research on other language programs
Research on JJapanesepstudyy abroad pprogramsgUsing a vender for a first time programUse vender to help
p you
y not to be ruled byyCheck the fairness of the bid and negotiate

Decided on $3,900
Decided against using a vender for a cost control

Main location in Japan:
Ideal for study abroad group National Institution for Youth Education National Olympics

Memorial Youth Center (NYC) http://nyc.niye.go.jp/
 Yoyogi
y g access mapp
 http://nyc.niye.go.jp/facilities/d7.html
 Japanese style inn (6/14 & 15 ) Ueno, Tokyo http://www.tctv.ne.jp/members/sawanoya/eigo.htmlhtt //t t
j /b // i ht l KyotoyUtano Youth Hostel http://www.yh‐kyoto.or.jp/utano/e‐shisetsu.html
 Hiroshima Youth Hostel http://www.ttec.co.jp/~hyh/hh h
 http://www.ttec.co.jp/~hyh/peace35.html (picture from ‘09)

Creating a Win‐Win program
Part 2. Decision making on framework & course content
I..

e e t scea os
Win‐Win Benefit
scenarios
1. To complete Japanese minor in 2 years
2. To finish requirement
qfast and ggraduate
3. To go study abroad without interrupting
scheduled graduation
4. To enjoy a small, short study abroad
5. To earn credits while enjoying Japan

Creating a Win‐Win program
Part 2. Decision making on framework & course content
Benefit #1
To complete Japanese minor in 2 years

p to 2009
9 catalogueg (20 cr.)UNT minor: up
1010, 1020 (1st year) 8 cr.
summer2040, 2050 (2nd year) 6 cr.
3060, 3040 (3rd year) 6 cr.
Under 2010‐ catalogue (23 cr.)
1010, 1020 (1st year)
8 cr.
2040, 2050 (2nd year)
6 cr.
summer3020, 3030 (3rd year)
6 cr.
3060 OR 3040 (3rd yr Elective) 3 cr.

Creating a Win‐Win program
Part 2. Decision making on framework & course content
e e t #2
BenefitTo finish requirement fast and graduate 2‐year
yforeign
g language
g g requirement
qfor a majorjcan be completed with in a year Can focus on their junior and senior years
 Can finish the 2nd year in the summer without
waiting for the Fall

Creating a Win‐Win program
Part 2. Decision making on framework & course content
e e t #33
BenefitTo go study abroad without interrupting
scheduled graduation
 Study abroad from the home institution
 Credit as a whole>>> no credit loss unlike
paricipating a program from other institutions
 No interruption in graduation shedule Some loanl
may apply
l to Facultyl Ledd Studyd Abroadbd

Creating a Win‐Win program
Part 2. Decision making on framework & course content
e e t #4
4
BenefitTo enjoy a small, short study abroad Students know each other,, and the instructor
 No intimidation
 Small ggroupp as oppose
ppto the unknown number
 More chance of study abroad for those who wish
 Some prefer short term instead of a half year or 1year long exchange programs

Creating a Win‐Win program
Part 2. Decision making on framework & course content
e e t #55
BenefitTo earn credits while enjoying Japan May
y be ideal for the 1st time travel abroad w// agroup
 Career students can get a time off for study andtravel
 Great cities and sightseeing sites in Japan
 Free time
ito explorel
theh cityi andd future
fideaid Find a different society and cultureCreating a Win‐Win program
Part 2. Decision making on framework & course content
I..

Oe e t scea os
ADDITIONAL
Win‐Win Benefit
scenarios
1. To complete Japanese minor in 2 years
2. To finish requirement
qfast and ggraduate
3. To go study abroad without interrupting
scheduled graduation
4. To enjoy a small, short study abroad
5. To earn credits while enjoying Japan
6. Can enjoy 4th of July w/ families & share stories
7. Can take Summer II courses after the trip Creating a Win‐Win program
Part 2. Decision making on framework & course content
Oe e t #6
6
ADDITIONAL
BenefitCan enjoy 4th of July w/ families & share stories
 Come back to the US on 4th of JJuly
y weekend Career students can get a time off for study andtravel
 Great cities and sightseeing sites in Japan
 Free time to explore the city and future idea Find a different society and cultureCreating a Win‐Win program
Part 2. Decision making on framework & course content
Oe e t #77
ADDITIONAL
Benefit
Can take Summer II courses after the trip  Come back to the US on 4th of JJuly
y weekend Celebrate the holiday with BBQ and share theexciting stories with friends and families!
 Can continue to take courses in Summer II Summer does not end with study abroad!
 Can keep on building credits through summer

Creating a Win‐Win program
Part 2. Decision making on framework & course content
cade c cote t & ovea cou
se desg
II.. Academiccontent
overallcoursedesignThe structure of the course
Textbook ((2009):
9) Nakama 2 ((Ch.1‐6))(2010): Genki II (Ch.13‐23)
Length:g
7 weeks altogetherg“Hybrid” study abroad courseFirst half, 3 ½ weeks: at UNT [mid May‐early June]
Second half, 3 ½ weeks: in Japan [mid June‐early July]
1.

Creating a Win‐Win program
Part 2. Decision making on framework & course content
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 vovabulary and 2 kanji Qz for each chapter
Chapter test every week
Workbookkb kEssays
O l interview
Oralii& Skit
Ski (at( UNT)
Independent project (in Japan)+presentation
2.

Creating a Win‐Win program
Part 2. Decision making on framework & course content
Framework and content
2010: Genki II (Ch.13‐23)
Mon. & Tu./ Th., Fri. & Sat.
4 hour class in the morning with a long breakafternoon activities(Lunch and Chat, movies,calligraphy)llih )
1 vovabulary and 1 kanji Qz for each chapter
Chapter test every
e er 4 da
dayss
Workbook
Daily report/ journal card (with their own selfassessment)2.

Creating a Win‐Win program
Part 2. Decision making on framework & course content
Framework and content with Genki II cont.d
Essays based on daily report
Oral interview & Skit (at UNT)
Independent project (in Japan)+ presentation2.

*Self‐intro portfolio project= done before the coursestarts (name cards, photos, 1st year essays, etc)
used as a conversation
con ersation material in Japan

Creating a Win‐Win program
Part 2. Decision making on framework & course content
Field trips & Activities in Japan (2009)
Kick off Lunch before the departure to Japan
Guided tour in Tokyo
NHK Studio tour
Edo Tokyo Museum
Tsukiji fish market
Yasukuni Shrine
Shishi mai, lion dance performance by Mr. Sawa
Kabuki Theater
Calligraphy workshop
3.

Creating a Win‐Win program
Part 2. Decision making on framework & course content
Field trips & Activities in Japan (2009)
Kamakura day trip, the Great Buddha, etc.
Bike ride in Kyoto
Ryo‐an Ji Temple
Kinkaku‐Ji Temple
Kiyomizu Temple
Fushimi Inari Shrine
Hiroshima A‐Bomb Memorial Monument
A‐Bomb Memorial Museum
Peace and Friendship Evening @ Hiroshima YH
A‐Bomb survivor, Mr. Tsuboi’s presentation
3.

Creating a Win‐Win program
Part 2. Decision making on framework & course content
Field trips & Activities in Japan (2009)*option: Studio Gibli Museum, amusement park
Farewell dinner in Tokyo
Karaoke night3.

Field trips & Activities in Japan (2010)
Generally the same as 2009
Noh Theater (Noh and Kyogen performances) insteadof Kabuki (the theater will be going demolition
after April 2010)

Creating a Win‐Win program
Part 2. Decision making on framework & course content
School visits
Supported by Japan National Tourism
Organization(JNTO)
Arranged by local organizations in JapanTokyo: Tokyo Convention & Visitor’s Bureau
1. University of Tokyo campus & Kendo club visit
2. Tokyo Metropolitan University campus visit,
Japanese class participation,
participation tea ceremon
ceremony, &exchange time with ESS club members
3. Minorigaoka Hish School: class conversation and a
guitar performance by a UNT music major student
4.

Creating a Win‐Win program
Part 2. Decision making on framework & course content
y JNTO
School visits Supported byKyoto:
Kyoto Prefectural University: class exchange at Prof.
Kanazawa’s English class
After class exchange with a small student group
4.

♪Very valuable♪
l bl experience forf theh group to meetcollege students in Tokyo and Kyoto♫♬♫♪

Creating a Win‐Win program
NOTESe ge cy adue pected incident
c de tIII.. Emergency
andunexpected
Be flexible
1. Keep
p a copy
py of ppassports
pfor all students
2. Emergency contact and procedures
33. Check on refunding
g policiesp4. Keep any local contact phone & email in Japan
5. Go over emergency plans during orientation
6. Bank account support by school and family
7. Empowering students

Reflecting on the first year course
v ved tthee cou
seAll su
survivedcourse
THANK YOU!!
Points to improvep
1. Class improvement and time management
2. Diverse teachingg for diverse learning
g stylesy
3. Balance of class and activities
4. might change the prerequisite grade to B or abovewith essay (current: C or above)
5. Use of locker for easier traveling2‐1
Teachers‐1
2
1 Advice & Tips for Teachers
1U PLANNINGGAU
QU SUROHAVE FUNUNIQUESTUDYABROADPROGRAM FOR YOUR STUDENTS & YOURSELF!!
Check study abroad office and meet program
coordinator & advisor to get your idea generated!
Check existing programs that might be relevant toyour dream course
Be creative to make a joint program with otherdepartment or other subject to double theenrollment and FUN

2‐1
Teachers‐22
1 Advice & Tips for Teachers2d ssisterste scoo s ad ccitiest es foro you
esou ces: tthey
eyFindschools
andyour resources:
will be happy to create a fun program together
Small city, town, village environment will be fun foryounger students: adventure !
Chaperones might be recruited from parents of thestudents
Fund raising would be fun with the supporters
Make it every other year event between sister cities
Building up your global communities for yourstudents each year

2‐222 My future vision and idea

Promote to establish new exchange program
Sister schools
Sister cities
Students’ fund raising
Information on student loans
Reduce the program fee if possible
2010 hash lowerlprogram feefMore effectiveM
ff i teaching
hi & assignment
idevelopment

Benefits to our program




stab s ed a Faculty
acu ty led
ed study aboad to Japa
EstablishedabroadJapan
Students’ growth through study abroad helped ourprogram’s growth in a global senseStudents as ambassadors: UNT visibility
Our program has more students who went
through study abroad
Helped to grow the upper level enrollment
Stabilitybili among students
dandd instructor
iBenefits to students




eve op/ boade ttheire pespect ves as goba
Develop/
broadenperspectives
globalcitizen
Help students’ bonding
Create foundation for students’ life‐long study
Accelerate their academic endeavor
Provide chances to think abour their future
Develop skills for survival and helping others
Help finding who they areEtc.

Words from students
1 year after feedback
on balance of class material & activities ALL enjoyed trips &activities Manyy felt it too busy
y ofstudy and fun Suggestion on long
duration of dedicatedstudy time then go explore
instead of trying to haveclass everyday
 Too much of both won’t
help learning Maybe less on activities

Words from students
1 year after feedback
on benefits to study 2nd year in Japanect ve ssincece itt stated Effective
startedright after 1st year ended
 Great to develop language
sense in Japan in very
early stage of learning Encouraging
Ei tot dod wellll iin
the 3rd year
 Challenging but fun tobuild practical skills
 Able to have enoughg timeto complete minor

Words from students
1 year after feedbackon acquisitions
 Improved listening skills

immensely (they felt they
surpassed the group who
studied 2nd year in regularsemesters on listeningcomprehension) Became able tounderstand the language
g gin dimension
 Understand language
function in context

Words from students
1 year after feedbackon acquisitions
 Try the language real time>> learning fast andcognitively
 Character recognition

Words from students
1 year after feedback
on learning skills
 Better management oftime Skills to g
get directions andread signs
 Used flash cards a lot Daily practice with newvocabulary and grammar
 Language learningli
became a part of everyday
lifeWords from students
1 year after feedback
on learning skills
d moreo e ttimee
 Spe
Spend
listening and assimilate
the language in film andmusici
 Explore more words andexpressions beyond classmaterial Employedp y different
learning style: try tofigure out how to saythings
hito bbe successful
f l iinmaking conversations

Words from students
1 year after feedback
on learning skills
 Helped to reinforce

natural rhythm ofspeaking
 Interaction with Japanesecollege students helped topicki k up casuall speechh Became more creative toexpress what to say>>used language as a toolWords from students
1 year after feedbackon overall effect of the study abroad
1.
1 A great introduction to

Japan: great 1st time
abroad as well
2. Made learning &memorizing naturallyeasieri
3. Solidified my goals &plans in the future
4. Eye‐opening to find
JJapanp quiteqdifferent
from the Western world

Thank you!
y