Intro to ELL Summary: HELP for Sebastien Moulin!

Granko 1

Grade: 10 Subject: English

MAIN OBJECTIVE: for Sebastien Moulin to begin to learn Japanese and become acclimated with Japanese culture: Student will be provided with signs/directions for school: bathroom, lunchroom, library, office, and exits. Student will be provided with a school community mentor -- Mr. Fukujara in Maintenance speaks English fluently. He will be happy to meet with Sebastien after school and on weekends and provide some on-the-fly Japanese language and cultural tutoring. Student will also be provided with a Japanese tutor available through University of Osaka. Tutor available to our school as part of his internship. I will also be partaking in some English sessions so as to be able to communicate more effectively with Sebastien. Student will be provided with online resources: Language: http://www.japanesedictionary.org/ http://translate.google.com/#en/ja/help Beginner Lessons (free):
http://www.japaneseonline.com/scripts/JOL/vb_bridge3.dll?VBPROG=LOAD_NONMEM&PG=nonmem_lessons.xsl

EXCELLENT: Top ten language and cultural resources: http://www.tofugu.com/2008/10/21/top-10-online-resources-for-learning-japanesefor-free/ Student will be provided with Japanese History online resource (in English): http://jguide.stanford.edu/site/history_267.html Japanese Newspaper (in English)

Intro to ELL http://www.japantimes.co.jp/ Tokyo's oldest English language lifestyle magazine with news, entertainment, shopping, fashion, and classifieds. http://www.tokyo-journal.com/

Granko 2

Gender Differences: I do believe gender plays a part in interpersonal communication; in Japan, where manners and formality are very important, more so. Peers may react more/less formally based on gender. In reality, males and females do differ in their body language, facial expressions, speech patterns and behavior across cultures. Relevant Cultural Knowledge: Cultural knowledge that I would find relevant is the culture and customs of the region I was living in; daily news of the school, city, region and country of Japan; pop culture interests and extracurricular activities of peers; local recreational opportunities for adolescents; knowledge of local restaurants, libraries, bookstores, hospitals, grocery stores, pharmacies, banks, adolescent hangouts i.e., shopping malls, cafs, etc. Also, what actions do Japanese perform differently i.e., honoring personal space, manners, interpersonal communication styles, bowing vs. handshaking, greeting people by titles, etc. I have learned that even Japanese toilets are quite different from American ones, so even the most basic activities may need to be reviewed! An excellent, comprehensive resource regarding Daily life in Japanese High Schools is: http://spice.stanford.edu/docs/142 Learning materials: Labeling classroom items and other visuals such as signs in Japanese would be useful. I also like the idea of voluntary peer mentors to help a new student integrate into daily life one student can show the new student the school layout, library, school supplies and materials, school customs, etc. I believe there are even gadgets for audio clips that can be attached to objects (in America we have them in craft stores; they are about the size of a half dollar); and can be attached to books, lockers, closets, etc. Regarding classroom management, the teacher ought to be aware that a new student who does not understand the language places the class in a different dynamic or vibe. Some Japanese students may be apprehensive or reluctant to reach out and befriend the new classmate, while other students may use this opportunity to take advantage of the teachers focus on the new student and be mischievous.