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Advocacy of Japanese Lang program
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Advocacy of Japanese Lang program

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A variety of Japanese language program advocacy activities are displayed

A variety of Japanese language program advocacy activities are displayed

Published in: Education, Travel

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  • 1. Advocacy Activities
    • Teachers aim to work with other F. L. teachers as well as with administrators to promote a F. L. language study.
    • Teachers collaborate with students’ parents to ensure each students successful study experience and also create a supportive relationship.
    • Students take the initiative to get involved in a variety of events, activities and services for their own academic, social,and personal experiences.
    • Teachers attempt to keep in touch with our students alumni
    • Teachers seek opportunities for outside organizations in order to provide students with academic as well as cultural experiences.
  • 2. Advocacy Activities at A Glance Students Community Services academic as well as cultural competitions Participation in Seeking a scholarship & Send students to Japan Keeping in Touch with Our Students Alumni Community Outreach Maintain a positive rapport with students’ parents
  • 3. Examples of of Students Community Services -Visibility -
    • Participating in our own school Homecoming events
    • (In the past, we had a booth for fundraising at the Homecoming day)
    • Visit to senior citizen’s house during holidays
    October 8, 2005
  • 4. Advocacy Activities at A Glance Students Community Services academic as well as cultural competitions Participation in Seeking a scholarship & Send students to Japan Keeping in Touch with Our Students Alumni Community Outreach Maintain a positive rapport with students’ parents
  • 5. Community Outreach Activities
    • Left, our senior students are conducting a workshop at the University of Pittsburgh during the Japan Bowl session
    • Visits to local elementary schools to talk about Japanese topic related subjects. ( Jeffrey, Reserve elementary schools and also a Catholic school)
    • Offering a workshop at the Japan-Bowl event day
    • Participating in the Middle School International event (World Quest, it was discontinued.)
    • Teaching the origami to elementary school students at our local Shaler North Hill’s Library
    • Visit to Pine Richland Middle School (A video tape was made)
  • 6. Advocacy Activities at A Glance Students Community Services academic as well as cultural competitions Participation in Seeking a scholarship & Send students to Japan Keeping in Touch with Our Students Alumni Community Outreach Maintain a positive rapport with students’ parents
  • 7. The Japan Bowl Language competition
    • For two years 2004 & 2005, Shaler took the 1st position.
    Students parents were excited their trip to Washington D. C. for the national contest
  • 8. Sun rise as a symbol of Japan, made by Elizabeth Bucher (05), collage
    • NCJLT sponsors the annual students’ greeting card contests.
    • Some students are looking forward to designing cards each year. Each year has a symbol of an animal from 12 species
  • 9. Here are some more students’ New Year’s Greeting cards submitted to National Contests
  • 10. Year of the “chicken “ We have more students’ cards from the past years, and they are going to be compiled for a digital movie presentation in near future.
  • 11. Advocacy Activities at A Glance Students Community Services academic as well as cultural competitions Participation in Seeking a scholarship & Send students to Japan Keeping in Touch with Our Students Alumni Community Outreach Maintain a positive rapport with students’ parents Field trips
  • 12. Visit to museums, theaters, restaurants
    • Southside Photo gallery visit 12/04
    • Benehana restaurant visits ( Students look forward to this trip.)
  • 13. Advocacy Activities at A Glance Students Community Services academic as well as cultural competitions Participation in Seeking a scholarship & Send students to Japan Keeping in Touch with Our Students Alumni Community Outreach Maintain a positive rapport with students’ parents
  • 14. “Trip to Japan” Issue
    • A trip to Japan costs more than a trip to France from Pittsburgh. (expensive, no time for teacher fundraising)
    • Teacher will provide as many opportunities for students to select for their own individual trip.
    • (sponsorships: YFU, AFS, Kyouei, Japan-America Society, NECSTJ, Laurasians, English essay contest & more)
  • 15. Advocacy Activities at A Glance Students Community Services academic as well as cultural competitions Participation in Seeking a scholarship & Send students to Japan Keeping in Touch with Our Students Alumni Community Outreach Maintain a positive rapport with students’ parents Field trips
  • 16. Keeping in Touch with Our Alumni
    • They are very strong supporters of the program continuation. Here are some examples of my personal contacts with our students.
    • Erin K --I received a call from the Defense Department of our government for a personal reference for her career choice.
    • Siobhan G --Came back from Japan as JET teacher, and currently a graduate student. We can invite her as a speaker (I must obtain the funds for her visit)
    • Amanda N --Recently she asked me,a high school teacher, for a recommendation for her future reference to be a JET teacher.
    • .
  • 17. Helping Our Alumni - they would help the continuation of the program
    • Our alumni are already very proficient in Japanese language and also they have lived in Japan for more than one year.
    • My plan -- to obtain some funds to pay for one of our alumni (Siobhan) to come to school and give a variety of presentations to our students about her experiences at least once a month at her convenience.
  • 18. Advocacy Activities at A Glance Students Community Services academic as well as cultural competitions Participation in Seeking a scholarship & Send students to Japan Keeping in Touch with Our Students Alumni Community Outreach Maintain a positive rapport with students’ parents Field trips
  • 19. Parents can be strong allies for the program
    • Throughout the year, I became acquainted with certain parents.
    • I planned a museum visit on a weekend, four parents participated in the event( Actually this event was suggested by a parent.)
    • They have provided their view on the program and they have supported the continuation of the program. ( I have taught three children of the Thompson family, and they often say “we have our last one in the Middle School. He will come to you.”)
  • 20. Thank you for attending this session
    • After discussing with you, I have learned new ideas from you about this issue.
    • Thank you again.

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